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Formative Assessment Model Using an Analytical Rubric for Written Tasks

Abstract:

A formative assessment process provides students the opportunity to be involved in their learning process. Many teachers and students of English have problems in this type of process because they do not have a homogeneous evaluation procedure. The purpose of this study is to propose a formative evaluation model using an analytical rubric that standardizes the process of evaluating writing ability in the field of EFL. This study followed a quasi-experimental design that included a pre and post-test. Two groups of A2 level students were asked to write book reports where an intervention was applied to the experimental group, which included a self and peer-assessment process based on a rubric that was designed among A2 level teachers. The results showed that the experimental group outperformed the comparison group in the post test. The study reveals that this process helped students get closer to the rubric criteria due to recursive feedback that was shared in a collaborative setting. The research has practical implications for teaching book report writing among English learners of the same level, but with different teachers.