SKKN APPLYING SELF ASSESSMENT RUBRICS TO IMPROVE 10TH GRADERS’ WRITING SKILL

Rationale

In Vietnam, English has become a vital part of the high school curriculum, with writing skills being particularly crucial Nunan (2003) describes writing as a complex cognitive task that requires mastery of various elements, including content, spelling, and sentence structure, while also necessitating the integration of information into cohesive paragraphs Consequently, many English as a Foreign Language (EFL) learners face significant challenges in developing their writing abilities due to insufficient background knowledge, grammar, vocabulary, and interference from their native language Furthermore, students often receive minimal feedback from teachers on their written work, relying heavily on these comments for improvement However, teachers struggle to provide adequate feedback, both in and out of class, due to large class sizes and time constraints These challenges hinder students' progress in achieving their writing skill goals.

Self-assessment empowers students to reflect on their work, evaluate its alignment with established goals, and make necessary revisions This alternative assessment method allows learners to identify their strengths and weaknesses, promoting a student-centered approach that emphasizes the learning process and fosters autonomy By encouraging independent learning, self-assessment is crucial for developing lifelong language skills, a key competency outlined in the General Education Program 2018 by MOET (Oscarson, 2009).

Over the past decade, there has been a significant shift towards learner-centered language instruction, emphasizing authenticity, interactive pedagogy, and the impact of language assessments This shift highlights the importance of expanding the roles of learners and test-takers in the educational process Self-assessment, particularly through the use of rubrics, has gained popularity in EFL classrooms and has proven to be an effective tool for enhancing students' writing skills While rubrics are commonly used for evaluation, they also serve an instructional purpose; when integrated into formative and student-centered assessments, analytic rubrics can greatly enhance learning outcomes.

Self-assessment empowers learners to develop a clear "vision of success" and make reliable judgments about their work quality (Stiggins, 2001) It aids students in recognizing their strengths, weaknesses, and learning needs (Johnson, Penny, & Gordon, 2000) Engaging in self-assessment fosters increased interest in writing, as students actively participate in evaluating their progress, leading to more positive attitudes toward assessment and enhanced confidence in their abilities Consequently, utilizing rubrics offers significant advantages for English language learners.

As a high school English teacher with nine years of experience, I have witnessed the challenges students and educators face in developing writing skills, particularly during the Covid-19 pandemic, which necessitated flexible teaching methods and predominantly online instruction This shift resulted in numerous difficulties, prompting me to initiate the project "Applying Self-Assessment Rubrics to Improve 10th Graders' Writing Skills" aimed at enhancing student writing performance While I acknowledge the limitations and shortcomings of my study due to the constrained timeframe, I welcome constructive feedback from my colleagues to refine and enhance its effectiveness.

Objectives of the study

The present study aims to :

- investigate the situation of applying self-assessment rubrics in writing skill in Quynh Luu 2 high school

- help improve students‟ writing production by self-evaluating with the use of rubrics

Scope of the study

The research focuses on two classes of 80 tenth-grade students at Quynh Luu 2 High School Class 10A2 serves as the experimental group, employing rubrics for self-assessment during writing lessons, while class 10D6 acts as the control group, receiving instruction through traditional teaching methods.

Method of the study

This study utilizes both qualitative and quantitative methods, gathering data through a pretest-posttest design and a questionnaire administered to EFL high school students and teachers at Quynh Luu 2 High School Additionally, observational techniques are incorporated to enhance the research findings.

THEORETICAL AND PRACTICAL BACKGROUND

Theoretical background

Self-assessment is a formative evaluation process where students reflect on their work quality, assess how well it meets specific goals or criteria, and make necessary revisions This type of assessment aims to enhance learning by providing timely feedback on students' understanding and performance (Andrade & Cizek, 2010).

Self-assessment enables students to evaluate their own strengths and weaknesses, fostering independent learning and aligning with the principles of student-centered education This practice is crucial for developing lifelong language learning skills and enhancing comprehensive assessment methods.

1.1.2 Self-Assessment in Writing Skill

Self-assessment is a vital formative assessment process that involves reflecting on and evaluating the quality of work and learning It helps individuals judge their reflection against established goals or criteria, allowing them to identify strengths and weaknesses in their writing before making necessary revisions This practice not only aids in effectively planning writing outlines but also in validating arguments through supporting evidence by recognizing missing elements According to Iraji, Enayat, and Momeni (2016), self-assessment serves as a valuable learning tool that can reduce student anxiety and enhance writing skills.

Research by theorists such as Farr and Tone (1994), O'Malley and Pierce (1996), and Thomas & Barksdale-Ladd (2000) indicates that self-assessment significantly enhances students' writing skills These studies highlight that self-assessment fosters self-reflection, boosts self-esteem, and builds self-confidence, ultimately leading to improved writing performance (El-Koumy, 2004) Additionally, practitioners including Andrade & Du (2005) and others have shown that students can actively participate in evaluating their writing outcomes This involvement not only helps students master English writing conventions but also allows them to assess their progress towards achieving writing program goals.

Rubrics have become a fundamental educational tool, extensively studied and defined in various ways Popham (1997) describes rubrics as scoring schemes that enhance judgment of students' work and academic performance (Moskal & Leydens, 2000; Porcello & Hsi, 2013; Rezaei & Lovorn, 2010) Andrade (2000) and Arter and Chappuis (2006) emphasize that rubrics outline scoring criteria and demonstrate quality levels By providing a structured framework, rubrics foster student understanding and skill development, enabling them to assess their own work effectively (Andrade, Du, & Wang, 2008; Brown & Abeywickrama, 2010) Churches (2015) highlights rubrics as systematic tools for gathering data on knowledge and skills Despite variations in definitions, a widely accepted view is that a rubric is a document that clearly states assignment expectations, listing criteria and describing quality levels from excellent to poor (Andrade, 2000).

1.1.4 Rubrics as Self-Assessment Tools in Language Classes

Rubrics have become increasingly popular for clearly outlining assignment expectations, offering targeted feedback on ongoing work, and assessing final outcomes.

Rubrics are valuable tools not only for grading student work but also for enhancing learning (Arter and McTighe 2001; Quinlan 2006; Spandel 2006; Stiggins 2001) According to Stiggins, when integrated into formative, student-centered assessments, rubrics can significantly improve students' understanding and skills, enabling them to make reliable evaluations of their own work quality.

1.1.5 Rubrics as Self-Assessment Tools in Writing Lessons

Writing is a progressive skill that requires learners to practice, receive feedback, and rewrite to enhance their abilities Effective rubrics play a crucial role by outlining both mechanical and material expectations for students before they begin their writing assignments These rubrics provide valuable feedback, helping students identify their strengths and areas for improvement, thereby fostering their cognitive and writing development Additionally, a successful English writing program involves setting relevant tasks, clear topics and prompts, guiding students in selecting appropriate rhetorical modes, allowing sufficient time for completion, and establishing valid scoring criteria to ensure reliable assessments.

1981) Furthermore, rubrics also make it possible to evaluate components within

Effective written assignments require a strong grasp of rhetorical structures, grammatical accuracy, and the ability to maintain focus on the topic This is particularly crucial for second language learners, as their proficiency in these essential writing skills can differ widely among students In writing classrooms, this variation in skills is often prominently observed.

Second language writers often exhibit diverse proficiency levels in various aspects of writing, leading to significant performance variations across different traits This inconsistency can be observed in the wide range of products available across genres, highlighting the complexity of writing skills as noted by Kroll (1998).

Failing to assess and report on specific traits can lead to a significant loss of valuable information (HampLyons, 1995) Utilizing rubrics simplifies the process for teachers to assign scores to each trait or sub-trait, enabling students to receive constructive feedback and focus on improving the areas that need development.

1.2.1 The situation of applying self- assessment rubrics in teaching writing in Quynh Luu 2 high school

A survey consisting of four questions was conducted to assess teachers' perceptions of self-assessment using rubrics in writing instruction The initial focus of the survey was on the challenges teachers face when evaluating students' writing assignments The findings are presented below.

Table 1 : Teachers‟ difficulties in correcting students „writing tasks

All teachers recognize the significance of writing skills for their students and maintain a positive attitude towards fostering this ability However, they face challenges in correcting student writing due to limitations in vocabulary, grammatical structures, and time constraints.

To enhance students' writing skills, various correction techniques were implemented, with in-class correction and feedback being the most prevalent at 86% Peer editing followed at 10%, while self-assessment and other alternative assessment methods constituted only 2% each.

Students’ limitation of vocabulary and grammatical structures

The lack of students’ background knowledge of writing tasks The limited time

In - class correction and feedback

Self- assessment Peer- editing Other alternative assessment

Always Usually Sometimes Seldom Never

Strongly disagree Disagree Neither disagree nor agree

Table 2 Descriptive results of the teachers‟ techniques to correct writing tasks

A significant majority of teachers, 90%, do not fully utilize self-assessment rubrics, while only 10% leverage these tools to enhance students' writing skills Despite this, an overwhelming 95% of teachers recognize the importance of implementing self-assessment rubrics due to their benefits, with only 5% expressing a contrary opinion.

Table 3: Teacher‟s frequency of using self – assessment rubrics in teaching writing

Table 4: The necessity of utilizing self – assessment rubrics in teaching writing

THE SOLUTIONS

Procedure of applying self- assessment rubrics in teaching writing for 10 th

In order to apply this initiative, the procedure of applying self- assessment rubrics in teaching writing for 10th graders is made up of following steps:

- Each student was given a scoring rubric for self-assessment

- I gave students a lesson about how to self-assess using a rubric (I took advantage of the optional writing lessons to do this)

This article provides a detailed explanation of each evaluation criterion, highlighting the importance of the scale associated with each one It guides students on how to effectively assess their own writing production using the rubric, empowering them to enhance their writing skills independently.

Students engaged in self-evaluation by highlighting or color-coding evidence in their writing that aligned with specific criteria If they were unable to identify relevant evidence, the teacher encouraged them to jot down constructive feedback to aid in enhancing their future writing.

Students were required to self-assess by assigning a score to each criterion and providing explanations for their chosen scores in the specified section or at the end of their writing assignments.

For the sake of rater reliability, I graded the writing products again randomly Also, I used the same scoring rubric employed by the students in self- assessment

In every writing class, instructors consistently emphasized the importance of self-assessment, ensuring that students understood how to evaluate their own work effectively The initial class provided more detailed and comprehensive instructions, while subsequent classes offered more concise guidance.

Samples of self- assessment rubrics in teaching writing for 10 th graders

2.2.1 The self- assessment rubric to grade a text

Score Task fulfillment Content Organization Language use

* The number of words is about 120- 150 words

* Fully addresses all parts of the task

* Relevant and detailed content or examples of the main idea

* Well- organized text (Clear introduction, body and conclusion)

(agreement, tense, number, word order/ function, articles, pronouns, prepositions),

* Presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas

* Provision with adequate supporting details in a coherent and developed manner

* Logical progression of main idea

* Appropriate cohesive devices punctuation, spelling and capitalization

* Appropriate and various use of vocabulary and expressions

* Wrote enough number of words

* Fully addressed all parts of the task * Presented a fully developed position in answer to the question with relevant, fully extended and well supported ideas

* Provided relevant and detailed content in a coherent and thoroughly developed manner

* Developed an introduction, body, and conclusion completely

* Sequenced main idea logically using appropriate cohesive devices

* Few grammar or spelling errors

* Correct and appropriate use of various vocabulary and expressions

* Sufficiently addressed all parts of the task

* Presented a well-developed response to the question with relevant, extended and supported ideas

* Provided relevant content in a mostly coherent and developed manner

* Developed introduction, body, and conclusion almost completely

* Sequenced main idea mostly logically using fairly appropriate cohesive devices

* Some grammar, punctuation or spelling errors, but they do not disrupt communication of main idea

* Almost all correct and appropriate use of vocabulary and expressions

* Addressed the task only partially

* Provided some relevant content, but in a somewhat incoherent or

* Developed introduction, body, and conclusion incompletely

* Some grammar, punctuation or spelling errors, which can

* Presented some main ideas but these are somewhat limited and not sufficiently developed; there may be irrelevant details undeveloped manner

* Sequenced main idea illogically using somewhat inappropriate cohesive devices disrupt communication of main idea

* Some control of vocabulary and expressions

* Did not adequately addressed any part of the task

* Presented few ideas, which are largely undeveloped or irrelevant

* Provided irrelevant content in an incoherent and undeveloped manner

* Illogical progression of main idea

* Many errors in grammar, punctuation, spelling, and the use of vocabulary and expressions, which can negatively affect communication of main idea

* Failed to address the work

* Failed to provide relevant content

* Failed to develop an organizational structure

Persuasive writing can be severely hindered by errors in grammar, punctuation, spelling, and vocabulary usage These mistakes can disrupt the clear communication of the main idea, ultimately affecting the overall effectiveness of the message It is crucial to ensure that such errors are minimized to enhance clarity and engagement in writing.

Weigle (2002) and from http://rubistar.4teachers.org)

2.2.2 The self- assessment rubric to grade a letter

* The number of words is about

* Fully addresses all parts of the task

* Presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas

(heading, greeting, introduction, body, closure and signature)

* Tone is appropriate for the intended audience

* Few errors in grammar, punctuation, spelling and capitalization

* Fully addressed all parts of the task

* Presented a fully developed position in answer to the question with relevant, fully extended and well supported ideas

* Accurately used correct letter format

* Few grammar, punctuation or spelling errors

* Presented a well- developed response to the question with

* Sequenced main idea mostly, logically using

* Some grammar or spelling errors, but they do not disrupt communication of main idea

* Almost all correct and appropriate use of vocabulary

12 relevant, extended and supported ideas fairly appropriate cohesive devices

* Presented some main ideas but these are somewhat limited and not sufficiently developed; there may be irrelevant details

* Provided some relevant content, but in a somewhat incoherent or undeveloped manner

* Some noticeable errors in using correct letter format

* Sequenced main idea illogically, using somewhat inappropriate cohesive devices

* Some grammar or spelling errors which can disrupt communication of main idea

* Several noticeable errors in using correct letter format

* Many errors in grammar, spelling, and the use of vocabulary and expressions, which can negatively affect communication of main idea

* Failed to use correct letter format

* Persuasive errors in grammar, spelling, and the use of vocabulary and expressions, which can significantly disrupt communication of main idea

(adapted from Jacobs et al.‟s (1981) cited in Assessing Writing by Sara Cushing Weigle (2002) and from http://rubistar.4teachers.org)

2.2.3 The self- assessment rubric to grade a paragraph

* The number of words is about 100- 130 words

* Fully addresses all parts of the task * Presents a fully developed position in answer to the question with relevant, fully extended and well supported ideas

* Clear topic sentence, supporting details and concluding sentence

(agreement, tense, number, word order/ function, articles, pronouns, prepositions), punctuation, spelling and capitalization

* Fully addressed all parts of the task

* Presented a fully developed position in answer to the question with relevant, fully extended and well supported ideas

* Accurately used correct letter format

* Few grammar, punctuation or spelling errors

* Presented a well-developed response to the question with

* Some grammar or spelling errors, but they do not disrupt communication of main idea

14 relevant, extended and supported ideas logically using fairly appropriate cohesive devices appropriate use of vocabulary and expressions

* Presented some main ideas but these are somewhat limited and not sufficiently developed; there may be irrelevant details

* Provided some relevant content, but in a somewhat incoherent or undeveloped manner

* Developed introduction, body, and conclusion incompletely

* Sequenced main idea illogically using somewhat inappropriate cohesive devices

* Some grammar or spelling errors, which can disrupt communication of main idea

* Many errors in grammar, spelling, and the use of vocabulary and expressions, which can negatively affect communication of main idea

Persuasive errors in grammar, spelling, and vocabulary can severely hinder the effective communication of the main idea These mistakes disrupt clarity and coherence, making it challenging for the audience to grasp the intended message To ensure successful persuasion, it is essential to pay attention to linguistic accuracy and expression.

Weigle (2002) and from http://rubistar.4teachers.org)

Some sample lesson plans

2.3.1 Lesson plan of Unit 4 – Lesson 6 : Writing

LESSON 6: Writing STAGE 1: DESIRED OBJECTIVES/ OUTCOMES

By the end of the lesson, students will be able to:

- identify key information of a job advertisement;

- identify the purpose of a job application letter and different parts of the letter and their purposes;

- identify requirements of a volunteer job advertisement; the value of volunteer jobs and their qualities needed for a volunteer job

- write a formal job application letter to meet the requirements of the job;

- show their responsibilities for taking part in local volunteer work

Key terms/ Vocabulary: job advertisement (noun phrase), experience (n), quality

Key grammatical structure(s): apply for (v.phr), available for (v.phr), spend time doing sth (v.phr), be responsible for (v.phr)

A poster of job advertisement, 2 pictures of volunteer work, computer, projector, self-assessment sheet and self-assessment rubrics

Performance Tasks Performance products Assessment tools

Read and highlight the key information of a job advertisement

The list of key information of a job advertisement

Answer keys and questions & answers

Read and identify the purpose of a job application letter and different parts of the letter and their purposes

Student‟s answers (the purpose of an application letter, different parts of the letter and their purposes)

Read and identify requirements of a volunteer job advertisement, the value and the qualities needed for the job

Student‟s answer and students‟ discussion/ interaction

Write a formal job application letter to meet the requirements of the job

A formal application letter applying for a volunteer job

Talk about their responsibilities for taking part in local volunteer work

STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES

- Ask Ss to look at the job advertisement on page 44 in the textbook – Tieng Anh

10 and highlight the key information: job title, qualities needed for the job, working experience needed for the job, and the address of the employer

- Ask Ss the following questions and lead them in the new lesson

1 Would you like to apply for the job?

2 What would you do to apply for the job?

3 Have you ever written an application letter?

4 Would you like to know how to write a application letter applying for a volunteer job in a formal tone?

- Ask Ss to read the letter and find out the reason why Quan wrote it

- Have Ss read and discuss with their friends

Key: He wanted to apply for the volunteer teaching job

- Have Ss read the letter again and answer the questions Ss work by themselves first then interview their partner to compare the answers with other Ss

- Check Ss‟ answers by asking them to read their answers aloud and correct the wrong answers if there are any

1 He saw the advertisement in the Youth Newspaper on February 22nd

2 He taught a group of primary students in his area

3 He taught them for two months

4 He is creative, patient, and has great love for children

5 He can give four references

6 He can start teaching from next month

- Have Ss read the different purposes of each paragraph of an application letter

- Have Ss read the letter again to match each paragraph in the letter with its purposes

Key: para 1 – b para 2 – c para 3 – d para 4 – a

- Ask Ss to read the job advertisement and answer the questions about the job advert

1 What qualities are needed for the job?

2 What are the job‟s duties?

- Have Ss answer these questions by themselves first and then check with their partners

2 Welcoming guests and receiving donations for the organisation

- Ask Ss to work in pairs or groups and brainstorm the value of the volunteer job and the ideas for the letter

- Ask students to write a formal letter applying for the job in the advert

- Go around and helps students when needed If time is available, writing can be done in class If not, this can be assigned as part of the homework

- Ask students to list activities they can do at Heart to Heart Charity Office if their application letters are accepted

- Deliver self-assessment rubrics to grade a letter and self-assessment sheets to students and instruct SS to self-evaluate

- Walk around and offer help if necessary

Select one or two paragraphs along with their self-assessment sheets to display on the screen Instruct the writers to present their work to the entire class, followed by an open discussion where classmates can provide feedback and suggestions for improvement.

- Get students' answers and comments

To effectively highlight and address potential mistakes made by students, consider providing feedback on their outputs If time permits, conduct evaluations during class; otherwise, assign this task as homework and review the results in the next lesson.

Activity 7: (Wrap-up & homework assignment)

- Ask students to answer the following questions

1 What did you learn from the lesson today?

An application letter serves to express interest in a volunteer position, highlighting the applicant's qualifications and motivations It typically includes several key sections: an introduction that states the purpose of the letter, a body that outlines relevant skills and experiences, and a conclusion that reinforces enthusiasm for the opportunity Practicing the writing of a formal application letter is essential for effectively communicating one's suitability for the role and making a positive impression on potential employers.

2 What‟re the core values of the lesson?

(Recognize the value of volunteer jobs and show their responsibilities for taking part in local volunteer work)

- Encourage students to do a volunteer job in their community

- Remind students to do exercises in the workbook and to prepare for the next lesson

These are some pictures of the lesson

Unit 5: INVENTIONS Lesson : WRITING STAGE 1: DESIRED OBJECTIVES/ OUTCOMES

By the end of the lesson, students will be able to:

1 Identify some information of modern devices

2 Identify the benefits of ear buds and develop a paragraph

3 Analyse the structure of a paragraph with supporting ideas

4 Write a paragraph about the benefits of a modern device

5 Self- assess their writing products

6 Show their responsibilities for using modern inventions

Key terms/ Vocabulary: earbuds (noun ), portable media player (n), portable(n), surf(v), bulky (a), benefit(n), costly(a), disturbed(a)

Key grammatical structure(s): to be used for doing st, to be used to do st, to use st to do st

A video about modern badges, A poster of matching exercise, a poster of paragraph outline, a poster of a writing model, self-assessment sheet and self- assessment rubrics

Performance Tasks Performance products Assessment tools

1 Watch a video and list the modern devices in the video

1 The list of modern devices in the video

1 Answer keys and questions & answers

2 Read a paragraph about benefits of earbuds and match the details supporting each benefit with the given one

3 Read the paragraph about earbuds again, complete the outline of this paragraph, and then analyse the structure of a paragraph

3 Student‟s answer and students‟ discussion/ interaction

4 Choose one invention and write a paragraph about its benefits

4 A paragraph about one invention's benefits

5 Self- assess 5 Self- assessment and in class correction

5 Answer and self- assessment rubrics

6 Talk about their responsibilities for using modern inventions

6 The List of activities 6 Observation and questions & answers

- Have students watch a video https://www.youtube.com/watch?v=l1ElVEBhmJU

- Have students work in 2 groups in two minutes and go to the board to list the modern devices in the video

- Which group has more correct answers will be the winner

- Encourage students to extend their discussion to benefits of each kind of device by answering the following questions

1 Which of these devices do you have ?

2 What do you use it/them for ?

-Lead in the new lesson

To effectively develop a paragraph, it is essential to support the main idea through detailed explanations or relevant examples This approach not only clarifies the concept but also enhances understanding, making the content more engaging for the reader By incorporating specific instances or elaborating on key points, students can create well-structured paragraphs that effectively convey their message.

- Ask students to read a paragraph about benefits of earbuds and match the details supporting each benefit with the given one

- Call on some students to answer and give feedback

- Have students read the paragraph about earbuds again and complete the outline of this paragraph

- Have students work in pairs

- Help students to analyse the structure of a paragraph step by step

- If necessary, explain to students

Key: a Topic: The benefits of earbuds b Thesis sentence (Topic sentence):

- Earbuds offer certain benefits that people can enjoy

- A pair of earbuds offers certain benefits c Supporting idea 1 and further explanation: small, light, portable → put in a bag or pocket

Connections: First/ Firstly, The first benefit is …

Supporting idea 2 and further explanation: not costly →about 100,000 VND

Connections: Second, next, furthermore, the second advantage is …

Supporting idea 3 and further explanation: used everywhere → will not disturb anybody

Connections: In short / In conclusion, To sum up, …

Many young individuals carry earbuds with them when they leave home, as they allow for convenient listening to music or audio lessons through portable media players or mobile phones The benefits of using earbuds include enhanced portability, improved sound quality, and the ability to enjoy audio content privately, making them an essential accessory for today's youth.

First, a pair of earbuds is small, light, so it is portable

C Earbuds are not bulky You can put them in your bag or even your pocket

Second, earbuds are not costly They are not as expensive as a set of speakers

A With about 100.000 VND, you can get a pair Of course, you have to pay more for those of higher quality

Finally, you can use earbuds to listen to music or your listening lessons anywhere, even in public places

B Only you can hear the sounds from the media player or mobile phone Nobody is disturbed

What are their benefits? / brings us a lot of benefits

Supporting idea 1 and further explanation

First of all/ secondly/ thirdly/ Finally, S + V

Ending sentence: summary the topic

In conclusion/ In short, It could be said that is an important part

- Put students into two groups Ask them to choose one invention and discuss what they will write about

- Encourage students to make complete sentences about the benefits of the invention they have chosen

- Call on some students to suggest their group‟s thesis sentence and the benefit of the invention they have chosen

- Have students work independently and write their own paragraphs

- Deliver self-assessment rubrics to grade a paragraph and self-assessment sheets to students and instruct SS to self-evaluate

- Ask students to work in pairs for peer correction

Select one or two paragraphs along with their self-assessment sheets to display on the screen Instruct the writers to present their work to the entire class, and then encourage the class to provide feedback and suggestions for improvement.

To enhance student learning, it is essential to provide feedback on their outputs, highlighting key points and correcting any mistakes If time permits, this evaluation can take place during class; otherwise, it can be assigned as homework to ensure students receive the necessary guidance for improvement.

Activity 6: (Wrap-up & homework assignment)

- Ask students to answer the following questions

1 What did you learn from the lesson today?

(Recognize benefits of modern devices, structures of a paragraph, Practice writing a complete paragraph about the benefits of modern invention )

2 What‟re the core values of the lesson?

- Recognize the importance of modern inventions and show their responsibilities for using them appropriately in daily life

- Remind students to do exercises in the workbook and to prepare for the next lesson

While the session proceeded without issues, there was insufficient time for self-evaluation Consequently, I assigned students to assess and grade certain paragraphs at home, and in the following lesson, I was pleasantly surprised by their excellent performance Here are some images from that period.

UNIT 8 – NEW WAYS TO LEARN LESSON 6: Writing - Using electronic devices in learning

- Identify the disadvantages and the advantages of using electronic devices in learning,

- Identify the words and phrases used to link the ideas,

- Write a short text about the advantages of using electronic devices in learning,

- Self- assess the writing products

- Show positive attitude to taking advantage of personal electronic devices to help them learn effectively and avoid the bad effects on their learning

- distract sb from sth / doing sth

- Connectors: First of all, Second, Last but not least, In conclusion

Some pictures of electronic devices, 2 pictures of using electronic devices in classroom, computer, projector, self-assessment sheet and self-assessment rubrics

STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools

Look at the pictures and talk about advantages and disadvantages of using electronic device in learning

The list of advantages and disadvantages of using electronic device in learning

Identify the disadvantages and the advantages of using electronic device in learning

Students‟ answers and students‟ discussion/ interaction

Underline the words/ phrases used to link the ideas Students‟ answer Answer keys and questions & answers

Write a short text about advantages of using electronic device in learning

Students‟ writing about advantages of using electronic device in learning

Self – assess the texts Self –assessment sheet Self - assessment rubrics

Talk about the value of using personal electronic devices appropriately to help them learn effectively

- Students look at the pictures and call the name of some electronic devices used in the classroom

- Elicit Ss‟ opinions about the pictures

- Give suggestions if necessary by asking questions :

1 What do you use these electronic devices in learning for?

2 Using electronic devices in the classroom is good or bad?

Lead in the new lesson

Students are encouraged to examine images of individuals utilizing electronic devices and to consider one advantage and one disadvantage of incorporating these devices into the classroom After jotting down their thoughts, they should engage in a discussion with a partner to share and compare their insights.

- Call on some students to present their ideas in front of the class

- Give sts time to read the sentences about some advantages and disadvantages of using electronic devices in learning Write A if it is an advantage or D if it is a disadvantage

- Have them compare their answers with a partner first, and then ask some sts to read out loud their answers to check with the class

- Elicit students‟ different opinions and give feedback

- Ask students to read a paragraph about disadvantages of using electronic devices in learning Underline the words or phrases the writer uses to link the ideas

- Help students to analyze the structure of a paragraph step by step

- If necessary, explain to students

- Remind them of the structure of a short text that starts with a topic sentence, followed by supporting ideas 1,2,3 and ends with a concluding sentence

Introduction: I support / do not support……

First of all/ secondly/ thirdly/ Finally/ Last but not least, S + V

In conclusion/ In short/To sum up

- Have students read the sentences in Task 2 again and use them to write a short text the advantages of electronic devices in learning

- Tell sts to work in 4 groups to write a short text about the advantages of electronic devices as learning tools

- Deliver self-assessment rubrics to grade a text and self-assessment sheets to students and instruct SS to self-evaluate Students still work in 4 groups

Select one or two paragraphs along with their self-assessment sheets to display on the screen Instruct the group leader to present these to the entire class, followed by a request for comments and corrections from all students.

To enhance student learning, it is essential to provide feedback on their outputs by highlighting key points, commenting on strengths, and correcting any mistakes If time permits, this evaluation can be conducted during class; otherwise, it can be assigned as homework to ensure students receive the necessary guidance.

- Ask students to answer the following questions:

1.What did you learn from the lesson today?

(Recognize the disadvantages and the advantages of using electronic devices in learning)

2.What are the core values of the lesson?

(Students should take advantage of personal electronic devices to help them learn effectively and avoid the bad effects on their learning )

Here are some pictures taken from the lesson

Finding and Evaluation

Before the study commenced, students from classes 10A2 and 10D6 were assessed on their writing skills using a pre-test focused on writing about family housework Class 10A2 was designated as the experimental group, where students practiced self-assessment after each writing session, while class 10D6 served as the control group, receiving traditional instruction without self-evaluation Initially, students in the experimental group struggled with self-assessment, expressing reluctance and discomfort However, with consistent encouragement and the introduction of a rubric, they gradually became more confident and skilled in evaluating their own work The study spanned six months, concluding with a post-test based on a writing task from Unit 8 The comparison of pre-test and post-test results demonstrated significant improvements in the writing skills of the experimental group.

Figure: Pre-test and post-test mean scores by the control and experimental groups

The chart indicates that prior to the introduction of the innovation, there were no significant differences between the two groups, as evidenced by their pre-test mean scores of 4.45 and 4.63, respectively.

The post-test results reveal a notable difference in writing performance between the control and experimental groups, with the control group achieving a mean score of 4.63 and the experimental group scoring 5.76 This indicates a significant improvement in students' writing skills following the implementation of self-assessment using rubrics.

33 can be inferred that the innovation with self-evaluation rubrics utilized in a writing lessons for 10 th graders seemed to ameliorate the writing skill in this class

The table below illustrated the remarkable improvements in students‟ ability in their writing achievement after implementing self- assessment with the use of rubrics

Table: Pre-test and post-test results by experimental group

Many Vietnamese high school students tend to be passive learners focused on achieving high marks Implementing rubric-referenced self-assessment can significantly enhance the writing skills of 10th-grade students while promoting self-regulated learning, aligning with the student-centered educational approach This method encourages both reflection and evaluation, enabling students to identify their strengths and weaknesses, which boosts their motivation and self-efficacy As students engage in this process, they cultivate autonomy and responsibility in their learning, ultimately becoming independent learners This aligns with the key competencies outlined in the General Education Program 2018 by MOET.

However, using rubrics for self-evaluation is not really easy for all students due to their various level of proficiency I, therefore, attempt to make some following pedagogical suggestions

Teachers shouldn't solely be responsible for creating rubrics; instead, students should be encouraged to develop their own rubrics after gaining experience with teacher-designed assessments However, it's essential for students to understand their teachers' expectations before embarking on their rubric design process.

Assessment poses challenges for teachers, making it essential for them to provide substantial support for students in self-assessment Utilizing rubrics in writing instruction is crucial, as frequent practice with these tools enables learners to understand and apply the criteria effectively, leading to improved writing performance Additionally, encouraging students to identify strengths and weaknesses in both their own and their peers' work fosters critical discussions about areas for improvement, ultimately helping them develop a more distinct individual voice in their writing.

By analyzing feedback on self-assessment, teachers can gain insights into students' emotional states, strategic approaches, and objectives This understanding enhances teacher-student interactions and helps reduce the assessment workload for educators.

The study highlights the feasibility of integrating self-assessment in high school English classrooms With adequate preparation, rubric-referenced self-assessment emerges as an effective alternative to traditional evaluation methods This approach promotes self-regulated learning, cultivates a student-centered learning environment, and ultimately enhances students' overall proficiency in English.

 Andrade, H L., & Cizek, G J (2010) Handbook of formative assessment Routledge https://doi.org/10.4324/9780203874851

 Andrade, H., Du, Y., & Mycek, K (2010) Rubric-referenced self-assessment and middle school students‟ writing Assessment in Education, 17(2), 199-214

 Arter, J., & McTighe, J (2002) Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance

 Boston (Ed.), Understanding scoring rubrics: A guide for teachers (pp 5-13) College Park, MD: University of Maryland Press

 Busching, B (1998) Grading inquiry projects New Directions for Teaching and Learning, 74(2), 89-96

 Carver, C S., & Scheier, M F (1981) Attention and self-regulation: A control-theory approach to human behavior New York: Springer

 Dawson, P (2017) Assessment rubrics: Towards clearer and more replicable design, research and practice Assessment and Evaluation in Higher Education, 42(3), 347-360 https://doi.org/10.1080/02602938.2015.1111294

 Johnson, R L., Penny, J., & Gordon, B (2000) The relation between score resolution methods and interrater reliability: An empirical study of an analytic scoring rubric Applied Measurement in Education, 13(2),

 Hoang Van Van, Hoang Thi Xuan Hoa (2021) Tiếng Anh 10 NXB Giao Duc

 Stiggins, R J (2001) Student-involved classroom assessment (3rd ed.)

Upper Saddle River, NJ: Merrill/Prentice-Hall

 Perlman, C C (2002) An introduction to performance assessment scoring rubrics In Popham, W J (1997) What‟s wrong and what‟s right with rubrics

Educational Leadership http://skidmore.edu/assessment/handbook/Popham_1997_Whats-Wrong_and- Whats-Right_With-Rubrics.pdf

 Zimmerman, B J., & Schunk, D H (2004) Self-regulating intellectual processes and outcomes: A social cognitive perspective In D Y Dai & R J Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (p 323-349) New York:

This survey questionnaire is intended for the study

“APPLYING SELF- ASSESSMENT RUBRICS TO IMPROVE 10 TH GRADERS’ WRITING SKILL”

Thank you for your cooperation in completing the questionnaire, which should only take a few moments of your time Rest assured that all information you provide will be kept strictly confidential.

Please tick or write answer where necessary

1 What problems do you face when correcting students' writing tasks?

A Students‟ limitation of vocabulary and grammatical structures

B The lack of students‟ background knowledge of writing tasks

2 What techniques do you usually use to correct students' writing tasks?

3 How often do you use self- assessment rubrics to correct students' writing tasks?

4 Do you think that it is useful to use self- assessment rubrics in writing lesson?

APPENDIX 3 Some writing products of the experimental class (10A2)

APPENDIX 4 Some writing products of the control class (10D6)

Tiêu đề	Applying Self-Assessment Rubrics To Improve 10th Graders’ Writing Skill
Tác giả	Hoang Thi Hang
Trường học	Quynh Luu 2 High School
Chuyên ngành	English
Thể loại	Teaching Experience
Năm xuất bản	2021 – 2022
Thành phố	Nghe An

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Số trang	46
Dung lượng	2,67 MB