Designing and validating an assessment rubric for writing emails in English as a foreign language
By:
References
- Al-Ali, M., ---amp--- Sahawneh, M. (2008). An investigation into the generic features of English requestive e-mail messages. LSP ---amp--- Professional Communication, 8(2), 40-64.
- Allen, D., ---amp--- Tanner, K. (2006). Rubrics: Tools for making learning goals and evaluation criteria explicit for both teachers and learners. CBE Life Sciences Education, 5(3), 197-203. https://doi.org/10.1187/cbe.06-06-0168
- Andrade, H. G. (2000). Using rubrics to promote thinking and earning. Educational Leadership, 57(5), 13-19.
- Andrade, H. G. (2001). The effects of instructional rubrics on learning to write. Current Issues in Education, 4(4), 1-22. https://cie.asu.edu/ojs/index.php/cieatasu/article/view/1630/665
- Andrade, H. G. (2005). Teaching with rubrics: The good, the bad, and the ugly. College Teaching, 53(1), 27-31. https://doi.org/10.3200/CTCH.53.1.27-31
- Andrade, H., Wang, X., Du, Y., ---amp--- Akawi, R. L. (2009). Rubric-referenced self-assessment and self-efficacy for writing. The Journal of Educational Research, 102(4), 287-302. https://doi.org/10.3200/JOER.102.4.287-302
- Bhatia, V. (2020). Genres and styles in world Englishes. In C. Nelson, Z. Proshina ---amp--- D. Davis (Eds.), Handbook of World Englishes (pp. 368-382). Wiley-Blackwell.
- British Council (2022). LearnEnglish: An email request. Online: https://learnenglish.britishcouncil.org/skills/writing/c1-writing/an-email-request
- Brookhart, S. (2013). How to create and use rubrics for formative assessment and grading. ASCD.
- Brookhart S. ---amp--- Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67(3), 343-368. https://doi.org/10.1080/00131911.2014.929565
- Brown, P. ---amp--- Levinson, S. (1987). Politeness: Some universals in language usage. Cambridge University Press
- Campbell, K. (2013, March 7). The genre of email requests. Retrieved from https://proswrite.com/author/proswrite/
- Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education 31(2), 219-233. https://doi.org/10.1080/03075070600572132
- Council of Europe (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge University Press.
- Dawson, P. (2015). Assessment rubrics: Towards clearer and more replicable design, research and practice. Assessment ---amp--- Evaluation in Higher Education, 42(3), 347-360. https://doi.org/10.1080/02602938.2015.1111294.
- Deane, P. (2013). On the relation between automated essay scoring and modern views of the writing construct. Assessing Writing, 18, 7-24. https://doi.org/10.1016/j.asw.2012.10.002
- East, M. (2009). Evaluating the reliability of a detailed analytic scoring rubric for foreign language writing. Assessing Writing, 14(2), 88-115. https://doi.org/10.1016/j.asw.2009.04.001
- Ene, E. ---amp--- Upton, T. (2018). Synchronous and asynchronous teacher electronic feedback and learner uptake in EFL composition. Journal of Second Language Writing, 41, 1-13. https://doi.org/10.1016/j.jslw.2018.05.005
- Gains, J. (1999). Electronic mail – A new style of communication or just a new medium? An investigation into the text features of e-mail. English for Specific Purposes, 18, 81-101. https://doi.org/10.1016/S0889-4906(97)00051-3
- Greatorex, J., ---amp--- Bell, J. F. (2008). What makes AS marking reliable? An experiment with some stages from the standardisation process. Research Papers in Education, 23(3), 333-355. https://doi.org/10.1080/02671520701692593
- Grotjahn, R., ---amp--- Kleppin, K. (2017). Gütekriterien bei der Evaluation von Schreibkompetenzen. In B. Akukwe, R. Grotjahn, ---amp--- S. Schipolowski (Eds.), Schreibkompetenzen in der Fremdsprache. Aufgabengestaltung, kriterienorientierte Bewertung und Feedback (pp. 41-70). Narr Francke Attempto.
- Hallet, W. (2016). Genres im fremdsprachlichen und bilingualen Unterricht. Hannover: Klett/Kallmeyer.
- Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
- Hattie, J., ---amp--- Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://doi.org/10.3102/003465430298487
- Hyland, K. (2007). Genre pedagogy: Language, literacy and L2 writing instruction. Journal of Second Language Writing, 16(3), 148-164. https://doi.org/10.1016/j.jslw.2007.07.005
- Hyland, K., ---amp--- Hyland, F. (2006). Feedback on second language students' writing. Language Teaching, 39(2), 83-101. https://doi.org/10.1017/S0261444806003399
- Jonsson, A. ---amp--- Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2, 130-144. https://doi.org/10.1016/j.edurev.2007.05.002
- KMK (2004). Bildungsstandards für die erste Fremdsprache (Englisch/Französisch) für den Mittleren Schulabschluss. [Educational Standards for the first foreign language (English/French) for middle school]. Kultusministerkonferenz [Conference of Educational Ministers in Germany].
- Kluger, A. N., ---amp--- DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119(2), 254-284. https://doi.org/10.1037/0033-2909.119.2.254
- Lee, I. (2005). Why burn the midnight oil? Marking student essays. Modern English Teacher, 14(1), 33-40.
- Meyer, J., Jansen, T., Fleckenstein, J., Keller, S., ---amp--- Köller, O. (2021). Machine learning im Bildungskontext: Evidenz für die Genauigkeit der automatisierten Beurteilung von Essays im Fach Englisch. Zeitschrift für Pädagogische Psychologie, 12 (2020). https://doi.org/10.1024/1010-0652/a000296
- Moss, P. (1994). Can there be validity without reliability? Educational Researcher, 23 (2), 5-12. https://doi.org/10.3102/0013189X023002005
- Panadero, E., ---amp--- Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129-144. https://doi.org/10.1016/j.edurev.2013.01.002
- Reddy, Y, ---amp--- Andrade, H. (2010). A review of rubric use in higher education. Assessment ---amp--- Evaluation in Higher Education, 35(4), 435-448. https://doi.org/10.1080/02602930902862859
- Savignon, S. J. (1991). Communicative language teaching: State of the art. TESOL Quarterly, 25(2), 261-277. https://doi.org/10.2307/3587463
- Sundeen, T. H. (2014). Instructional rubrics: Effects of presentation options on writing quality. Assessing Writing, 21, 74-88. https://doi.org/10.1016/j.asw.2014.03.003
- EDK (2011). Lehrplan 21 [Curriculum for compulsory public schools]. Swiss Conference of Cantonal Ministers of Education. Retrieved from: https://www.lehrplan21.ch/
- Scallon, G. (2004). L’évaluation des apprentissages dans une approche par compétences. ERPI.
- Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. https://doi.org/10.3102/0034654307313795
- UNESCO (2011). International standard classification of education (ISCED) 2011. United Nations Educational, Scientific and Cultural Organization. Retrieved from www.unesco.org
- VERBI Software (2021). MAXQDA 2022 [computer software]. VERBI Software. https://www.maxqda.com
- Weigle, S. C. (2002). Assessing writing. Cambridge University Press.
- Widdowson, H. G. (1978). Teaching language as communication. Oxford University Press.
DOI: https://doi.org/10.2478/ristal-2023-0002 | Journal eISSN: 2616-7697
Language: English
Page range: 16 - 48
Published on: Mar 27, 2023
Published by: Gesellschaft für Fachdidaktik (GfD e.V.)
In partnership with: Paradigm Publishing Services
Publication frequency: 1 times per year
Keywords:
Related subjects:
© 2023 Stefan D. Keller, Ruth Trüb, Emily Raubach, Jennifer Meyer, Thorben Jansen, Johanna Fleckenstein, published by Gesellschaft für Fachdidaktik (GfD e.V.)
This work is licensed under the Creative Commons Attribution 4.0 License.