Using formative assessment rubrics to improve EFL writing quality

Abstract EN

The purpose of the study was to examine the effectiveness of formative assessment rubrics in enhancing students' writing development.

It attempts to make learners aware of the writing criteria and help them enhance their writing quality by engaging them in the process of self-assessment.

Despite the great interest in improving learners' writing quality, little has been done to explore the potential relationship between assessment and writing development.

This study is built on the hypothesis that if students are involved in self-assessment through formative assessment rubrics, their writing will develop and their achievements will be satisfactory.

The main concern of the research was to collect evidence on students' needs to be informed about the writing criteria and to be engaged as active participants in self-assessment by using rubrics.

An experimental research has been conducted with forty (40) second year students of English at the Teachers' Training School in Constantine (Algeria).

Data was collected using a pre- and a post test.

The results of the study demonstrate that students' awareness of the writing criteria and their involvement in self-assessment through rubrics have a positive effect on their writing.

The study concludes with some pedagogical implications directed to the teachers and to the syllabus designers to enhance the students' writing quality by using formative assessment rubrics and self-assessment.