Teaching Writing in Science through the Use of a Writing Rubric

writing rubric;elementary students;expository writing;science;Michigan Educational Assessment Program;School of Education and Human Services: Education

Brewer, DianeFlint ;

University of Michigan

关键词: writing rubric;    elementary students;    expository writing;    science;    Michigan Educational Assessment Program;    School of Education and Human Services: Education;   

Others  :  https://deepblue.lib.umich.edu/bitstream/handle/2027.42/117681/Brewer.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

This action research project investigates the use of a rubric for teaching and assessing expository writing in science for junior high students. This project explores how teachers and 7th grade students use rubrics in science, and how teaching a writing rubric affects students;; performance and assessment in expository writing in science. Interest in the project stems from the effort that teachers and administrators at this school put forth to improve students;; learning of science concepts and skills, as well as to improve students;; performance in authentic assessment and standardized tests. In the 1995-96 school year, the State of Michigan first included questions on the science portion of the Michigan Educational Assessment Program (MEAP) that required written responses in essay form. At that time, scores dropped statewide in the science portion of the MEAP. This discrepancy generated more interest in improving students;; performance in the science portion of the MEAP among many school districts in Michigan. In this district the same students who performed poorly on the science portion generally scored as well or better in the writing or language arts portions of the MEAP. A higher interest was generated in this researcher in studying and improving students;; writing skills and performance of those writing skills on science assessments, whether authentic or standardized. My hypothesis was teaching students to use rubric to write and assess expository essay responses would produce higher quality essays than if a rubric was not used for instruction.