The effect of rubric-referenced self-assessment on the development of writing and critical thinking skills of upper basic stage students in Jordan

العناوين الأخرى

أثر استخدام سلم التقدير للتقويم الذاتي في تنمية مهارات الكتابة و التفكير الناقد لدى طلبة المرحلة الأساسية العليا في الأردن

مقدم أطروحة جامعية

Hantulah, Ayman Bashir

مشرف أطروحة جامعية

Abu Zaynah, Farid Kamil

أعضاء اللجنة

al-Khawlidah, Ahmad Hamad
al-Jadri, Adnan Husayn
al-Abbas, Sulayman Awwad

الجامعة

جامعة عمان العربية

الكلية

كلية العلوم التربوية و النفسية

القسم الأكاديمي

قسم المناهج و طرق التدريس

دولة الجامعة

الأردن

الدرجة العلمية

دكتوراه

تاريخ الدرجة العلمية

2008

الملخص الإنجليزي

This study aimed at investigating the effect of rubric-reference self-assessment on the development of writing and critical thinking skills of upper basic stage students in Jordan.

It attempted to answer the following questions:- - What is the effect of rubric-referenced self assessment method on the writing skill of upper basic stage students in Jordan? - What is the effect of rubric-referenced self-assessment method on the critical thinking skills of upper basic stage students in Jordan ? The study utilized the quasi experimental design since the groups of the study were purposefully chosen from the tenth grade students in the Golden Jubilee school for Boys /Fourth Directorate of Education in Amman.

Eighty students in two sections were assigned to the two groups of the study, forty in the experimental group and forty in the control group, and the study was conducted during the second semester of the academic year 2007/2008.The two groups of the study were found to be equivalent upon analyzing the data on the pre-achievement test by using the t-test. The cooperating teacher instructed and assessed the students in the experimental group by using the rubric-referenced self-assessment, whereas he taught and assessed the students in the control group by using the ordinary way. The instruments of the study were the writing achievement test, and Critical Thinking Skills Test (2000) which was adopted by the researcher and the validity had been previously approved by a jury of judges. The researcher administered the pre-and post –tests and the results were calculated using t-test for equivalent groups. The findings of the study revealed statistically significant differences in favour of the rubric referenced self-assessment: - There was a statistically significant difference at ( = 0.

05 ) in the mean scores of tenth grade students' writing performance between the experimental and the control group that can be ascribed to the rubric- referenced self – assessment .

- There was a statistically significant difference at ( = 0.

05 ) in the mean scores of tenth grade students' critical thinking skills between the experimental and control group that can be ascribed to the rubric-referenced self -assessment.

The results revealed that the writing achievement of the students in the experimental group was significantly improved.

Also the critical thinking skills of the same group were enhanced. The researcher recommended that the rubric-referenced self-assessment be used in teaching and assessing English as a foreign language. On the basis of the results, the study proposed a number of recommendations to those who are involved in the EFL teaching and assessment process.

التخصصات الرئيسية

العلوم التربوية
اللغات والآداب المقارنة

الموضوعات

• التعليم
• التعلم
• تعلم اللغة الثانية
• الكتابة
• الأردن
• عمان
• اللغة الإنجليزية

عدد الصفحات

141

قائمة المحتويات

• APA
• MLA
• AMA

لغة النص

الإنجليزية

نوع البيانات

رسائل جامعية

رقم السجل

BIM-436302