Teachers' and students' perspectives on using rubrics in the writing classroom. (c2011)

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dc.contributor.author Shehab, Manal
dc.date.accessioned 2011-11-18T13:12:36Z
dc.date.available 2011-11-18T13:12:36Z
dc.date.issued 2011-11-18
dc.date.submitted 2011-05
dc.identifier.uri http://hdl.handle.net/10725/1015
dc.description Includes bibliographical references (leaves 47-50). en_US
dc.description.abstract Several researchers in the world of English Language Teaching have been engaged in examining the process of assessing students’ writing using rubrics. Literature indicates that there is a debate among educators concerning the effectiveness of using rubrics on the teaching-learning process. While some consider rubrics as assessment tools that standardize students’ writing and hinder the students’ creative self-expression of ideas, others argue that rubrics enhance the students’ learning and they positively affect the teacher’s performance. This research study examines the teachers’ and students’ viewpoints regarding the effectiveness of using rubrics in a third grade writing classroom in a private school in Lebanon. It also aims to examine the participants’ attitudes toward using rubrics in the writing classroom. Both qualitative and quantitative data were obtained. An in-depth interview with an English Language teacher highlighted the perceived advantages and challenges of using rubrics. A questionnaire addressed to the students portrayed their preference to use rubrics in the writing classroom. A classroom observation conducted by the researcher portrayed the impact of rubrics on the teacher’s and students’ classroom practices. Findings showed that teachers and students are in favor of using rubrics due to the positive impact that they have on the teaching-learning process. The pedagogical implications of the study’s findings were also discussed. en_US
dc.language.iso en en_US
dc.subject English language -- Composition and exercises -- Study and teaching en_US
dc.subject Grading and marking (Students) -- Lebanon -- Case studies en_US
dc.subject Academic achievement -- Lebanon -- Case studies en_US
dc.subject Educational tests and measurements -- Lebanon -- Case studies en_US
dc.title Teachers' and students' perspectives on using rubrics in the writing classroom. (c2011) en_US
dc.type Project en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school Arts and Sciences en_US
dc.author.idnumber 200804663 en_US
dc.author.commembers Dr. Layla Harmoush
dc.author.woa OA en_US
dc.description.physdesc 1 bound copy: ix, 61 leaves; 30 cm. available at RNL. en_US
dc.author.division Education en_US
dc.author.advisor Dr. Rima Bahous
dc.keywords Rubrics en_US
dc.keywords Writing en_US
dc.keywords Elementary Students en_US
dc.keywords Classroom Practices en_US
dc.keywords Students’ Learning en_US
dc.keywords Attitudes en_US
dc.identifier.doi https://doi.org/10.26756/th.2022.550
dc.publisher.institution Lebanese American University en_US

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