Designing and validating an assessment rubric for writing emails in English as a foreign language
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Authors
Author (Corporation)
Publication date
27.03.2023
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Type
01A - Journal article
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Parent work
Research in Subject-matter Teaching and Learning (RISTAL)
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Volume
6
Issue / Number
1
Pages / Duration
16-48
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Sciendo
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Abstract
Rubrics are defined as coherent sets of criteria for students’ work that include detailed descriptions of quality for a specific learning task. They are used in different subjects to guide student learning and assess its results. This study demonstrates the design and development of an assessment rubric for writing emails in English as a foreign language (EFL). As English emails are a key form of communication in the globalised world, it is essential to have a rubric which is both fit for classroom use and empirically validated. In our study, six raters were trained to assess a sample of N = 1017 emails from learners at lower secondary level in Switzerland. We evaluate the reliability of the ratings by assessing inter-rater agreement after a period of training and by comparing their scores to those of an expert rater. Further, we analyse the linguistic quality of learner texts by focusing on four key markers of emails and compare this analysis to our rubric based scores to analyse its face validity. Our results show high reliability and validity of the rubric. We discuss the potential of such rubrics to improve teaching quality in various subjects and learning domains.
Keywords
Assessment rubrics, English as a foreign language, Writing, Validating, Emails, Lower secondary school
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ISBN
ISSN
2616-7697
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Gold
License
Citation
Keller, S. D., Trüb, R., Raubach, E., Meyer, J., Jansen, T., & Fleckenstein, J. (2023). Designing and validating an assessment rubric for writing emails in English as a foreign language. Research in Subject-Matter Teaching and Learning (RISTAL), 6(1), 16–48. https://doi.org/10.2478/ristal-2023-0002