The Effect of Rubric-Referenced Self-Assessment on Developing the Writing Skill of Ninth Grade Students in Jordan

Abstract

This study aimed at investigating the effect of rubric-reference self-assessment on the development of the writing skill of ninth grade students in Jordan. Therefore, the study attempted to answer the following question:-

What is the effect of rubric-referenced self- assessment method on the writing skill of ninth grade students in Jordan?

The study utilized the quasi experimental design since the groups of the study   were purposefully chosen from the ninth grade students in the Golden Jubilee School for Boys /Fourth Directorate of Education in Amman.  Sixty- six students in two sections were assigned to the two groups of the study, thirty-two in the experimental group and thirty-four in the control group, and the study was conducted during the second semester of the scholastic year 2012/2013.The two groups of the study were found to be equivalent upon analyzing the data on the pre-achievement test by using the t-test.

The instrument of the study was the writing achievement test which was approved by a jury of judges.

The researchers administered the pre-and post –tests and the results were calculated using t-test for equivalent groups.

The findings of the study revealed statistically significant differences in favour of the rubric referenced self-assessment:

- There was a statistically significant difference at (µ = 0. 05 ) in the   mean scores of the ninth  grade students' writing  performance  between the experimental group and the control group  that can be  ascribed to the  rubric- referenced self – assessment .

The researchers recommended that the rubric-referenced self-assessment be used in teaching and assessing English as a foreign language.