The Action Research On The Students Involving In Development And Application Of Rubric In English Writing Teaching

A rubric is a scoring tool that lists the criteria for a piece of work,or "what counts"(for example,purpose,organization,details,voice,and mechanics are often what count in a piece of writing).It also includes important dimensions about students' writing performance and describes each dimension in different qualities from excellent to poor.Discussing how students involve in developing and using rubric in English writing learning in secondary school can not only help English educators enrich rubric theories,but also help students better understand the connotation of high-quality writing performance.What's more,students are able to improve their writing ability,self-assessment and self-regulated learning by using and referring to the feedback and rubric.On the basis of Assessment for Learning Theory and Self-regulated Learning Theory,combing the relevant literature home and abroad on the rubric development and application,the author has carried out action research.In order to provide students more opportunities to engage in classroom assessment,students need not only create English writing rubric,but also use it to make self-assessment,peer assessment and consider the effect.On these grounds,the author concluded the procedures of how students involve in developing rubric.Firstly,clarifying learning objectives.Secondly,identifying the type of rubric and important attributes.Thirdly,describing each attribute.Fourthly,testing the quality of the rubric and inter rater reliability.Last,revising the rubric.In addition,this paper tests the effect of English writing rubric.From the perspective of process,most students can complete the writing task which includes most of the attributes listed in the rubric.Also,making high-quality modification enables students to narrow the gap between learning objectives and current learning conditions.From the perspective of result,students could write better composition while positive emotions and self-regulated learning generated.In addition,when it comes to the effect,the author has concluded 5 strategies for guiding students to conduct self assessment and peer assessment and improving themselves by referring to feedback.Strategy 1: Make students use their own words to describe the learning objectives and each attribute with examples.Strategy 2: Provide students with self assessment records and guide them to find the problems by comparing the differences between learning objectives and current learning conditions.According to the criterion,students should analyze the causes,improve their performance and set the unsettled problems as the next learning plan.Strategy 3: Make a peer assessment contract with students in groups so as to help students clarify their responsibilities to the peers.Students can group themselves voluntarily to give their peers timely and continuous feedback with a peer assessment record.Strategy 4: According to students demonstrations,instruct students how to use English writing rubric and feedback to modify.Strategy 5: To promote the occurrence of self-judgment and self-reaction,encourage students to reflect and track their learning process.