33rd Annual Student Research Conference
Students' Attitudes Towards Writing Assignments Graded With an Analytic Rubric
Sarah K. Holtmeyer♦
Dr. Rebecca Dierking, Dr. Summer Pennell, and Dr. Wendy Miner, Faculty Mentors
As American classrooms become more diverse, many traditional grading practices show ineptitudes in helping students achieve growth, oftentimes due to a lack of understanding of grading criteria. In an effort to create more equitable grading practices in high school English Language Arts (ELA) classrooms, theorists and teachers alike are turning away from traditional grading styles and instead using teacher-created, assignment-specific rubrics to grade student writing. This study, based in a suburban St. Louis high school ELA class, reveals the importance of co-constructing rubrics with students to increase clarity in assessment and promote growth for students of all abilities. Students in this study previewed the teacher-created rubric, received additional instruction through mini-lessons on the skills assessed by the rubric, and self-graded their writing with the rubric before handing in a final draft. This process revealed the shift in student attitudes when grading criteria is made accessible and overt.
Keywords: Writing Assessment, Rubric Assessment
Topic(s):English, Secondary MAE Research
Education
Presentation Type: Oral Presentation
Session: TBA
Location: TBA
Time: TBA