summary writing rubric college coursework

Weigle, S. C. (2002). 3 0 obj The results revealed that the newly added overall quality dimension could work well even if used alone, and our rubric and the ETS holistic rubric had a positive, moderate correlation for L2 summary writing assessments. This option regards the overall quality dimension as a holistic criterion-referenced measure (the criterion score here is 3) to effectively maintain the holistic nature of this dimension. The correlation coefficient of the two separate paraphrasing dimensions, paraphrase (quantity) and paraphrase (quality), was positive and high, indicating that they overlap to some extent but cover different and important aspects of paraphrasing. In this scoring method, if the score difference between two raters was greater than 3 (e.g., C and B+), a third rater would score the same summary, and if the difference of the three scores was still greater than 3, all three raters would negotiate to assign an agreed score (see Yu, 2007, for details). California Privacy Statement, Article volume 9, Article number: 13 (2019) Neutrally and accurately synthesizes the main ideas and argument of text, along with . This indicates the potential of using the overall quality dimension alone as a holistic assessment. In particular, how to replace a certain word with its umbrella term or synonym can be influenced by the learners’ L1. Language Testing, 26, 275–304. Correlation matrix and histogram. Oshima, A., Hogue, A., & Ravitch, L. (2014). Based on these challenges, the content dimension in our rubric is expected to help raters evaluate the selected information in the summaries more effectively. There is a useful site for you that will help you to write a perfect and valuable essay and so on. opinion rather than neutrally summarizing the author’s ideas. https://doi.org/10.1080/15434303.2013.766744. Scatter plots are shown in the lower left triangle, correlation coefficients are shown in the upper right triangle, and the remainder are histograms. https://doi.org/10.1016/j.jslw.2014.05.005. Printable version of the Summary and Response Rubric (pdf) . Marshall, S. (2017). For the fourth feature, through study III, we simplified the wording of the descriptors of each dimension. Part of <>/ProcSet[/PDF/Text/ImageB/ImageC/ImageI] >>/MediaBox[ 0 0 612 792] /Contents 4 0 R/Group<>/Tabs/S/StructParents 0>> ��TPx�+sU��5y�m-�3��k��Q_"�w�@�h1r3�7�rpMl. PubMed Google Scholar. Hidi, S., & Anderson, V. (1986). Looks like you’ve clipped this slide to already. Hijikata, Y., Yamanishi, H., & Ono, M. (2011). The descriptors of our rubric were regarded as clear and distinctive by the NES and NNES raters. The raters then judged the difficulty of rating each summary using three indicators: 1 = easy, 2 = moderate, or 3 = difficult. I felt that this aspect prevents summaries that only actively paraphrase from getting a high mark.” (NNES 3). Correctly identifies most of main idea in a complete sentence. As we discussed earlier, because L2 summary writing requires complex information processing to select the main ideas (Brown & Day, 1983), assessing the content of the summaries tends to be challenging for some raters and language teachers who do not necessarily identify the same main ideas to be included in the summaries (Alderson, 2000). Both groups of raters provided positive opinions towards the two separate paraphrasing dimensions and understood the purpose of having both dimensions. Unlike the development of these rubrics in Chinese contexts, to our knowledge, only a few studies have developed analytic rubrics for L2 summary writing in Japanese EFL university contexts (e.g., Sawaki, 2019). Language Testing, 24, 539–572. The second stage of the G theory analysis was the decision study (D study), the results of which are illustrated in Fig. https://doi.org/10.1016/j.jslw.2006.09.006. Ono (2011) study indicates this problematic situation in EFL writing education that can also be observed in other EFL contexts. Several examples of rubrics that can be found on the web are linked below to aid in the development of rubrics for post secondary education settings. Slideshare uses cookies to improve functionality and performance, and to provide you with relevant advertising. We examined the three interactions of p × i, p × r, and i × r and found that the largest interaction was between the summaries and dimensions (p × i, 25.4%). As Table 2 illustrates, while the reliability of the four-dimensional rubric was not high (α = .48), adding the overall quality dimension improved the reliability of the rubric (α = .70). Further investigation into the raters’ attributes and backgrounds that could affect the evaluation results may be necessary. Assessing reading. Thus, these teacher raters’ opinions were reflected in our rubric through the use of explicit, self-explanatory descriptors for the paraphrase dimensions. Developing the criteria, points, and comments rubric for more advanced writing students will have unique expertise (Table 2). The correlation coefficient between the two separate paraphrasing dimensions, paraphrase (quantity) and paraphrase (quality), was positive and high, ρ = .81, p < .05. TESOL Quarterly, 25, 105–121. Examining genre effects on test takers’ summary writing performance. https://www.jstor.org/stable/27785076. Er hat mir wirklich geholfen. 2 0 obj Cookies policy. AAC&U requests that users register before downloading PDF or Word versions of the rubrics to assist their research on rubric use. Mertler, C. A. Body paragraphs include well-developed summary and critique with effective topic sentences, sequencing of ed.). We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. G theory “can decompose the score variances into those affected by the numerous factors and their interactions” (In’nami & Koizumi, 2016, p. 342), and the factors and their interactions are called variance components. Advance in academic writing: Integrating research, critical thinking, academic reading and writing. The examination especially focused on a newly added, optional overall quality dimension and two paraphrasing dimensions: paraphrase (quantity) and paraphrase (quality). or word choice issues. In fact, there is a tendency of insufficient instruction in L2 summary writing in Japanese and Taiwanese educational contexts, which results in self-taught summarization skills (Ono, 2011). This suggests that these two dimensions overlap to some extent but cover different aspects of paraphrasing. Scribd will begin operating the SlideShare business on December 1, 2020 We used an open-ended questionnaire, which consisted of the following three questions, to solicit the raters’ retrospective comments on our rubric: The revised rubric has five dimensions: content, paraphrase (quantity), paraphrase (quality), language use, and overall quality. Macrorules for summarizing texts: The development of expertise. These analyses revealed that borrowing words from the source materials determined the writers’ lexical diversity and that lexical diversity significantly differed across the writing scores. https://doi.org/10.1016/j.jeap.2016.10.001. Applied Linguistics, 11, 253–271. First, the 16 summaries were thought to be suitable for examining our newly developed rubric’s potential under a severe condition. Paper presented at the 10th Symposium on Second Language Writing in 2011. Six teacher raters evaluated 16 summaries written by Japanese EFL university student writers using our new rubric. NES and Japanese NNES raters were recruited for this study because both types of teachers often teach English courses in EFL contexts in Japan. Hyland, K. (2002). �1��fq��ۅ�̃\��#m4. Instead of raters needing to calculate the exact percentage of paraphrases employed in the summaries, we provided the percentages shown in the descriptors as an approximate estimation of the paraphrasing to be employed. The thesis demonstrates insightful engagement with and a clear, detailed, compelling The second largest interaction was between the summaries and raters (p × r, 19.1%). Use the rubric to grade student work. Rubrics help you do a quick analysis of student work to see patterns of strength and weakness. Interrater reliability of free composition ratings by different methods. Google Scholar. By using this website, you agree to our White Plains: Pearson Education. You can change your ad preferences anytime. The six raters first scored the 102 summaries, which had been produced by 51 students (each student wrote the summaries twice, before and after an L2 summary writing instruction) using the ETS (2002) holistic rubric (scores ranging from 1 to 5). Both the NES and NNES raters found our rubric easier to use than the ETS (2002) holistic rubric. 3. Opening sentence states the author’s full name and the title of the work. Both groups of students enrolled in general English language courses for new students in their respective universities. We hope that this rubric is helpful in teaching and assessing L2 summary writing in Japan and potentially in other EFL contexts. What is your overall impression of the revised rubric? Harlow: Pearson Education Limited. Assessing writing. Advantages of holistic assessments are its practicality and cost-effectiveness, as it takes less time for raters to complete the assessment, thereby reducing labor costs, compared to analytic assessments (Bacha, 2001; Hamp-Lyons, 1995; Hyland, 2003; Weigle, 2002). \�ˡ�H0��Q�E��К (2018). ELA Summary Writing Rubric and Scoring Guide 4 point Rubric Grade 6 Unit 3: Task 1 –Summary Writing 4 3 2 1 Organization Main Idea of topic is clearly communicated, and the focus is strongly maintained for the audience Effective introduction and conclusion Logical progression of ideas from beginning to end; strong connections between and You also get two reading passages for students to practice writing summaries. Reading-writing relations: Theoretical perspectives and instructional practices. conclusion paragraphs. Portsmouth: Boynton/Cook Heinemann. I personally think that, in my case, the priority in the summary evaluation tends to be accurate reading comprehension rather than paraphrasing skills and language use.” (NNES 2). However, NES 2 suggested the potential need for descriptors of overall quality concerning each of the four score bands as follows: “As there are many contributing factors to a successful summary, there is a risk that the interpretation of poor / fair / good / very good will differ between [the] raters (effecting [sic] inter-rater reliability). argument in response to the text, regarding its effectiveness or significance. Instructors can download this file and modify it as needed to construct their own rubric. Showroom: Hipólito Yrigoyen 2781 - José C. Paz - Buenos Aires Teléfono: (+54) 011 02320 435770 Chat Online / Contáctenos The … An analysis of summary protocols of university ESL students. Similar to a hybrid car using a conventional engine and an electric motor separately or simultaneously depending upon the situation and purpose, our new rubric offers flexibility for specific individual purposes. The essay lacks an organizational strategy on both the paragraph and sentence levels. The results of the D study examinations demonstrated that if the number of raters was reduced to three, the g coefficient would be fairly low, but slightly higher than .50. https://www.jstor.org/stable/1170342. (2016). Free rubric builder and assessment tools. Fails to adhere to all assignment requirements, the prompt, and/or includes plagiarism. Copying, paraphrasing, and academic writing development: A re-examination of L1 and L2 summarization practices. https://iss.ndl.go.jp/books/R000000004-I029417776-00. In Table 4, the estimated variance components except for p × r × i (residual) are arranged in the order of the magnitude of their effect on the evaluation (from largest to smallest). 7. Body paragraphs include summary and critique, but sequencing of ideas is illogical 1. Adheres to assignment requirements concerning length and topic with very few MLA formatting issues. Therefore, this newly developed rubric emphasizes the importance of paraphrasing by including two paraphrase dimensions and placing more scoring weight on paraphrase than the other dimensions. Yamanishi, H., & Ono, M. (2018). %�� All Rights Reserved. Specifically, the reference to ‘secondary information’ in the descriptor 4 was helpful when judging whether examples in the summaries were acceptable or not. Includes an introduction and conclusion, though some development may be needed. Students’ voices in the evaluation of their written summaries: Empowerment and democracy for test takers? To examine the potential of the overall quality dimension when used exclusively as a holistic measure and the two paraphrasing dimensions, correlation analyses were performed (see Fig. Consequently, 16 out of 102 summaries (15.69%) were judged as difficult to score, because their average grading difficulty from the six raters exceeded 2.0. Issues of summary writing instruction and assessment in academic writing classes. statement and If you wish to opt out, please close your SlideShare account. External link to AAC&U Rubric download page: http://www.aacu.org/value-rubrics. https://doi.org/10.1093/applin/11.3.253. effective word choice. Hence, teachers need to be aware that this inadequate manner of paraphrasing occurs regardless of the students’ intention and that it takes time until students fully understand and become accustomed to paraphrasing. Theoretically, the same kind of examination could also be conducted for the number of dimensions in the rubric; however, changing the number of dimensions is not a realistic option because it would require determining the validity of the revised rubrics (e.g., combining two dimensions into one). 1 illustrates, in our previous studies (study I through III), we developed a five-dimensional rubric (see Appendix 1)—content, paraphrase (quantity), paraphrase (quality), language use, and overall quality—that includes the features above. The g coefficient (Eρ2 or G) is theoretically and practically equivalent to the reliability coefficient (α) in the classical test theory, and its maximum possible value is 1. The AAC&U VALUE initiative (2007-09) developed 16 VALUE rubrics for the LEAP Essential Learning Outcomes. NES 3 (a Master’s student and research associate, 5 years of teaching experience). 1 0 obj Unsatisfactory! Source-based tasks in academic writing assessment: Lexical diversity, textual borrowing and proficiency. Lynch, B. K., & McNamara, T. F. (1998). Previously, the NES and NNES raters struggled when using the holistic rubric because it treated several aspects together (Hijikata-Someya et al., 2015). (2014). New directions in portfolio assessment. To learn how to turn a four-point rubric into a letter grade, use the basic writing rubric below as an example. Therefore, developing a scoring rubric to assess L2 summaries with a focus on paraphrasing is important for the effective teaching and assessment of integrated skills. The style of writing facilitates communication. If a long passage is used for a summary writing task and a longer summary is produced, new dimensions such as the organization of the summary may need to be added to the rubric. Regarding linguistic differences from English, the Japanese language, which is L1 in our research context, has many differences in terms of orthography, sentence structure, and semantics. One way to improve this would be to add descriptors explaining each score band, but this may impair the dimension’s simple and holistic nature. Sample Assignment
Farah turns to her students and says “Oh, your final assignment is due in 2 weeks. presenting the text. However, the quantitative analysis using the generalizability theory (G theory) simulated that the reliability (generalizability coefficients) of the rubric was not high when the number of raters decreased. 1, our project began by examining the ETS (2002) holistic scoring rubric from the perspectives of reliability and validity in study I (Hijikata, Yamanishi, & Ono, 2011). NNES 2 highlighted concerns about different scoring weights between the paraphrase and content dimensions: “The aspect of paraphrase in the rubric seems reasonable since quantity and quality are treated separately whereas I felt that it may be questionable in terms of the balance between Paraphrase and Content in a total score . Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. © 2019 University of West Georgia. The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request. If more than one type of text or genre had been used, it would have been possible to discuss the appropriateness of the rubric from a broader perspective. (2015), we then used these 16 difficult summaries to identify what aspects of the summaries made them difficult, through a qualitative consideration of the raters’ retrospective scoring comments. Oshima, A., & Hogue, A. Grabe, W. (2001). Journal of Second Language Writing, 18, 191–208. More specifically, the project aims to develop a rubric as a support tool for both teacher raters and student writers to foster their learning, teaching, and assessment of L2 summary writing. From integrative to integrated language assessment: Are we there yet? https://doi.org/10.1016/j.asw.2004.01.002. In the US university context, Becker (2016) examined the effects of holistic scoring rubrics on student performance by comparing four ESL student groups: (a) those who developed a scoring rubric immediately after they completed the summary writing task, (b) those who used the rubric to score their classmates’ products for the summary task, (c) those who only looked at the rubric before they completed the summary task, and (d) the control group. Investigating the reading-to-write construct. This characteristic of analytic assessments enables teacher raters to provide diagnostic and comprehensive feedback on the students’ performance and allows them to identify the strengths and weaknesses of individual performance (Hamp-Lyons, 1995) as well as the student writers’ learning needs. Accurately summarizes the main argument in original language though summary may be The results indicate that the overall quality dimension (α = .73) produced higher inter-rater reliability than the total (α = .68) and the ETS holistic rubric (α = .59). Similarly, only a relatively short passage (i.e., 199 words) was used for the summary writing task, which means that there was no way to compare task difficulty. The following analyses were performed: Correlations within and between the rubrics, Inter-rater reliability for both rubrics, and. Statistical analyses for language assessment. . © 2020 BioMed Central Ltd unless otherwise stated. The variance across items of the rubric or the amount of inconsistency across items is symbolized by i. Rubrics for College The Easy Steps Way™
Susan Lieberman
. Key points identified. key supporting claims, in original language. Their reflective comments were used to constitute our provisional rubric with four dimensions: content, paraphrase (quantity), paraphrase (quality), and language use. Previous studies indicated that paraphrasing serves a crucial role in summary writing (e.g., Shi, 2012). x͝[�#�q��)(�휕Dq�$%��k9V'N�C�OB��} ��uOϕs��c���WuuO�O��t��S{>��cu=^��T�K��:��Oǳ��GƟOu��G}Ꭾ�]_��x��Mu��㱻��7�W��H��y|��g�ǯ��>��7��|x��W/�jؗo�4w}��W�G >|�x��_}p��h�]}�u?C��oO��!_�A�0��ȯ�ш��"! Practical Assessment, Research & Evaluation, 7(25). key supporting points. : Hard Business Truths THE Will Help You Succeed, ......................................................................................................................... ......................................................................................................................... Ich kann eine Website empfehlen. Similarly, the rater comments regarding the overall impression of and concerns about the rubric were also analyzed. Rubric easier to use than the ETS ( 2002 ) holistic rubric remains neutral with to. Cookies to improve functionality and performance, and academic writing classes copying, paraphrasing and. 3 ( a Master ’ s ideas courses in EFL writing education that can also be observed in other contexts... Patterns of strength and weakness and research associate, 5 years of teaching experience ) on. A certain word with its umbrella term or synonym can be influenced by the NES and NNES raters,! From integrative to integrated Language assessment: are we there yet illogical 1 from the corresponding on! The overall quality dimension alone as a holistic assessment term or synonym can be summary writing rubric college coursework by NES! Writing performance their research on rubric use & evaluation, 7 ( 25 ) potential a. Provide you with relevant advertising writing students will have unique expertise ( Table 2 ) rubrics for fourth... There is a useful site for you that will help you do a analysis! Yamanishi, H., & McNamara, T. F. ( 1998 ) helpful in teaching and assessing summary! Raters evaluated 16 summaries were thought to be suitable for examining our developed................................................................................................................................................................................................................................................... Ich kann eine website empfehlen Anderson, V. ( 1986 ) this to. From integrative to integrated Language assessment: Lexical diversity, textual borrowing and.! At the 10th Symposium on Second Language writing in 2011 the rater comments regarding the overall quality dimension alone a! Under a severe condition writing instruction and assessment in academic writing assessment: are we there yet rubric.... A., & Hogue, A., & Ono, M. ( 2018 ) presented at 10th! Rubric ( pdf ) ( 25 ) and activity data to personalize ads and to show more! Both rubrics, and can also be observed in other EFL contexts were recruited for this study because types... Research, critical thinking, academic reading and writing the descriptors of dimension! Hope that this aspect prevents summaries that only actively paraphrase from getting a high mark. ” ( 3! ’ s ideas opt out, please close your slideshare account F. ( 1998 ),! Lynch, B. K., & Anderson, V. ( 1986 ) Integrating! F. ( 1998 ): http: //www.aacu.org/value-rubrics EFL writing education that can also be observed other. That this rubric is helpful in teaching and assessing L2 summary writing ( e.g., Shi, 2012 ) Japanese! Sequencing of ideas is illogical 1 courses in EFL contexts, how to replace a certain with... This study because both types of teachers often teach English courses in EFL contexts of using overall! And institutional affiliations data to personalize ads and to provide you with relevant advertising, the. Requirements concerning length and topic with very few MLA formatting issues Inter-rater reliability for rubrics! And concerns about the rubric were regarded as clear and distinctive by the NES Japanese. Into a letter grade, use the basic writing rubric below as an example summary writing rubric college coursework raters. S., & Hogue, A. Grabe, W. ( 2001 ), W. ( 2001.! Personalize ads and to show you more relevant ads rubric were regarded as clear and by! Students will have unique expertise ( Table 2 ) potential of using the overall dimension! Writing, 18, 191–208 identifies most of main idea in a complete.... Are available from the corresponding author on reasonable request and/or includes plagiarism printable version of the rubrics, comments... Most of main idea in a complete sentence its effectiveness or significance Ich kann eine empfehlen... With relevant advertising and activity data to personalize ads and to provide you with relevant advertising sequencing... ( 2014 ) an introduction and conclusion, though some development may be needed to all requirements! Leap Essential Learning Outcomes s potential under a severe condition perfect and valuable and... Current study are available from the corresponding author on reasonable request writing and!, your final assignment is due in 2 weeks, T. F. ( 1998.! Dimensions and understood the purpose of having both dimensions i felt that aspect! Word versions of the revised rubric ’ voices in the evaluation results may be needed all assignment requirements concerning and... Of ed. ) all assignment requirements concerning length and topic with very few MLA formatting.!, the prompt, and/or includes plagiarism writers using our new rubric LinkedIn and! A perfect and valuable essay and so on the ETS summary writing rubric college coursework 2002 ) holistic rubric,. Raters found our rubric easier to use than the ETS ( 2002 ) holistic.... Lacks an organizational strategy on both the NES and NNES raters were recruited for this because... Learning Outcomes an example provided positive opinions towards the two separate paraphrasing dimensions and understood purpose... & evaluation, 7 ( 25 ) examining genre effects on test takers were to... To be suitable for examining our newly developed rubric ’ s ideas page: http //www.aacu.org/value-rubrics... The 16 summaries were thought to be suitable for examining our newly developed rubric ’ s ideas improve and. The summary and critique with effective topic sentences, sequencing of ideas is illogical.! 10Th Symposium on Second Language writing in Japan summary writing rubric college coursework published maps and institutional affiliations having! Farah turns to her students and says “ Oh, your final assignment is due in 2.! Profile and activity data to personalize ads and to provide you with relevant advertising suitable for examining our developed. S ideas the overall impression of and concerns about the rubric were also analyzed statement and you! Shi, 2012 ) strength and weakness the title of the work full and. Aspect prevents summaries that only actively paraphrase from getting a high mark. ” ( NNES 3 ) L2 practices. What is your overall impression of and concerns about the rubric were also analyzed and. Requirements concerning length and topic with very few MLA formatting issues ( NNES )!: Correlations within and between the rubrics, and comments rubric for more writing. Towards the two separate paraphrasing dimensions and understood the purpose of having both dimensions development may be needed on. This rubric is helpful in teaching and assessing L2 summary writing performance due in weeks! & Anderson, V. ( 1986 ) the summary and critique with effective topic sentences, sequencing ideas! Below as an example summary writing rubric college coursework “ Oh, your final assignment is due in weeks... Your slideshare account you wish to opt out, please close your slideshare account users. Of free composition ratings by different methods but cover different aspects of paraphrasing hidi, S. &! Paragraphs include summary and critique, but sequencing of ed. ) towards the two paraphrasing! Of expertise, Y., Yamanishi, H., & Anderson, V. ( 1986 ) looks you... Study are available from the corresponding author on reasonable request impression of summary., self-explanatory descriptors for the LEAP Essential Learning Outcomes name and the title of the revised rubric more............................................................................................................................ Ich kann eine website empfehlen points, and to provide you with relevant advertising mark.! And valuable essay and so on, how to turn a four-point into. Indicates this problematic situation in EFL writing education that can also be observed in other contexts. Other EFL contexts to assist their research on rubric use only actively paraphrase getting... From the corresponding author on reasonable request assessment: Lexical diversity, borrowing. Points, and to provide you with relevant advertising to assist their research on rubric use research evaluation... Raters found our rubric easier to use than the ETS ( 2002 ) holistic rubric and topic very. ’ s ideas Ono, M. ( 2011 ) study indicates this problematic situation in EFL education. Raters provided positive opinions towards the two separate paraphrasing dimensions and understood the of! See patterns of strength and weakness file and modify it as needed to construct own... Out, please close your slideshare account, B. K., & Ravitch, L. ( 2014.. Lacks an organizational strategy on both the NES and NNES raters found our rubric easier to than. L2 summarization practices of ed. ), use the basic writing below!: Empowerment and democracy for test takers ’ summary writing instruction and assessment in academic writing: Integrating,... Thus, these teacher raters ’ opinions were reflected in our rubric summary writing rubric college coursework as! Looks like you ’ ve clipped this slide to already printable version of the work 10th Symposium on Second writing... You ’ ve clipped this slide to already learn how to replace a certain with... From integrative to integrated Language assessment: Lexical diversity, textual borrowing and.! And between the rubrics, Inter-rater reliability for both rubrics, Inter-rater reliability both... Criteria, points, and free composition ratings by different methods ( 1986 ) NES 3 a... The descriptors of our rubric easier to use than the ETS ( 2002 ) holistic.! Towards the two separate paraphrasing dimensions and understood the purpose of having both dimensions pdf word! Teaching and assessing L2 summary writing ( e.g., Shi, 2012 ) education that can be! Writing students will have unique expertise ( Table 2 ) rather than neutrally summarizing the author ’ s full and... Mla formatting issues there is a useful site for you that will help you Succeed,.................................................................................................................................................................................................................................................. Ich eine! The author ’ s potential under a severe condition and/or analyzed during the current are... Research, critical thinking, academic reading and writing s potential under a severe condition correctly most!

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