Teachers who assign and grade writing sometimes use rubrics to assist in this process. A rubric usually consists of a set of rules, guidelines, or criteria that must be met for students to obtain a passing grade. Rubrics are intended to take the subjectivity out of grading writing and to give feedback to the student for further improvement. Because even English teachers disagree about the use of rubrics to grade writing, and the criteria that is most important within the rubrics, hearing from teachers in other subject areas could help all teachers better understand how to grade writing assignments. This case study examines teacher perspectives on the use of rubrics to grade student writing. Within one private K-12 school, teachers from grades K-12 in every subject area were asked for their opinions of the elements of good writing, their use of rubrics to grade writing, and the criteria they value in writing. Teachers at the high school level use rubrics and value elaboration and details, but expressed frustration with common mechanical errors in student writing.. This study was conducted in two parts the first at the high school, and the second at the elementary and middle schools. Findings indicate that elementary and middle school teachers, in general, characterized good writing as writing that is free of mechanical errors. These elementary and middle school teachers then collaborated, created, and implemented a rubric for assessing mechanics in student writing. In follow up interviews, students expressed some annoyance that every teacher was now grading their writing, but admit that they are now more careful to proofread their work. Hearing from teachers in other subject areas did help all teachers better understand how to assess writing assignments. Most agree that using a rubric is the best tool for grading student writing, and even worked together to address those common mechanical errors found across the curriculum in our students writing. This open communication and collaboration needs to extend to other critical areas of literacy.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-04112012-105233 |
| Date | 12 April 2012 |
| Creators | Miller, Jeanette Martin |
| Contributors | Bach, Jacqueline, Bickmore, Steven, Trousdale, Ann |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-04112012-105233/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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