From Pen to Performance: Unpacking the Impact and Practicality of PTW Rubrics on Malaysian L2 Learners’ Self-Assessment
Keywords:
Primary trait rubrics (PTW); Rater-mediated assessment; Self-assessment; Teacher assessment; MalaysiaAbstract
One of the characteristics of an effective writing self-assessment tool for second language learners (L2) is its ability to provide meaningful feedback and foster autonomous learning. However, in assessing self-assessment for writing, a dearth of studies has addressed how the primary trait type of rubric could support learner engagement meaningfully and provide task-specific feedback. Utilizing Bachman's (2005) assessment use argument (AUA) validation framework, which focused on test usefulness qualities, this study investigated the impact and practicality of primary trait writing (PTW) rubrics as tools to evaluate students’ writing ability where the perceptions from both student self-assessments and teacher assessments were gathered. A qualitative approach using open-ended interviews was employed to gather data following the classroom implementation of the PTW rubrics with six Malaysian secondary school students. The verbatim transcripts were analyzed thematically using ATLAS. ti version 22. The findings revealed eight themes related to the impact and three themes related to the practicality of PTW rubrics. The themes showed that the PTW rubrics positively influenced student learning and were practical for self-assessment activities. This study introduces another strategy for evaluating L2 students’ writing skills as PTW rubrics are considered as a new tool for teachers to train students for self-assessment. Thus, students who can be independent learners and hold accountability in their own learning progress can be produced. This paper also adds to the existing body of knowledge by introducing a CEFR-aligned, self-assessment-oriented rubric that bridges theory and classroom practice for Malaysian L2 learners.
https://doi.org/10.26803/ijlter.24.12.14
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