A Case Study of Using Electronic Self-Assessment Rubrics in a Core Curriculum Writing Course

Writing is a necessary skill for graduates of colleges of agriculture. The purpose of the non-experimental, case study, guided by Bandura's theory of self-efficacy (1986, 1994, 1997), was to describe the use of selfassessment electronic rubrics in a university core curriculum writing course at...

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Bibliographic Details
Published in:NACTA journal 2013-06, Vol.57 (2), p.2-10
Main Authors: Leggette, Holli R., McKim, Billy R., Dunsford, Deborah
Format: Article
Language:English
Subjects:
Adult education
Agricultural Colleges
Agricultural students
Agriculture
Case studies
College students
Colleges & universities
Core curriculum
Curricula
Educational Environment
Independent study
Learning Processes
Outcomes of Education
School prose
Self assessment
Self-evaluation
Skills
Students
Teachers
Undergraduate Study
Writing assignments
Writing instruction
Writing processes
Writing skills
Writing teachers
Writing tests
Written communication
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Summary:Writing is a necessary skill for graduates of colleges of agriculture. The purpose of the non-experimental, case study, guided by Bandura's theory of self-efficacy (1986, 1994, 1997), was to describe the use of selfassessment electronic rubrics in a university core curriculum writing course at Texas A&M University in the College of Agriculture and Life Sciences. Findings revealed that students' ability to accurately assess their score using an electronic rubric increased during the semester. Additionally, students' perceived and rubricguided scores for all four constructs—Idea and Content Development, Style, Organization and Conventions— increased throughout the semester. Over time students' perceived and rubric-guided scores were within 0.56 points of each other indicating that students became better assessors of their own writing and more confident in their writing abilities. More research needs to be done on how instructors of university core curriculum writing courses can use self-assessment to enhance the learning process and help students understand writing as a process.
ISSN:0149-4910