The Effect of Analytic Rubric on the Writing Performance in Reflective Writing among Third-Year BSE-English Students: A Quasi-Experimental Study
Document Type
Paper presentation
School Name
First Asia Institute of Technology and Humanities (FAITH) Colleges
School Code
N/A
Abstract / Executive Summary
Written summative assessments are common assessments of students’ productive language skills, particularly in reflective and analytical genres such as literary criticism. Analytic rubrics have emerged as effective tools not only for evaluating writing but also for guiding students through the revision process. However, concerns persist about whether these rubrics genuinely support deep revisions or merely prompt surface-level corrections. This study investigated the effect of rubric-based instruction on the writing performance of third-year BSE-English students enrolled in the Literary Criticism course at FAITH Colleges. Anchored in the Cognitive Process Model of Writing, Cognitive Load Theory, and Self- Regulated Learning Theory, this study adopted a quasi-experimental mixed-method design. The researchers collected data through a pretest using a holistic rubric, three writing tasks that were evaluated using the Written Communication VALUE Rubric, a self-assessment survey, and individual qualitative interviews of selected individuals. The results of the study revealed that the analytic rubric significantly improved the writing performance over time. Moreover, thematic analysis of student reflections explored the challenges and affordances of rubric use, especially in fostering metacognition, goal setting, and writing self-efficacy. The findings aim to inform rubric design and instructional strategies in tertiary English education, contributing to more meaningful, learner-centered assessment practices. The researchers have developed a proposed standardized analytic rubric for reflection writing based on the study’s outcomes.
Keywords:
analytic rubric; VALUE rubric; cognitive process model of writing; self-regulated theory; metacognition
The Effect of Analytic Rubric on the Writing Performance in Reflective Writing among Third-Year BSE-English Students: A Quasi-Experimental Study
Written summative assessments are common assessments of students’ productive language skills, particularly in reflective and analytical genres such as literary criticism. Analytic rubrics have emerged as effective tools not only for evaluating writing but also for guiding students through the revision process. However, concerns persist about whether these rubrics genuinely support deep revisions or merely prompt surface-level corrections. This study investigated the effect of rubric-based instruction on the writing performance of third-year BSE-English students enrolled in the Literary Criticism course at FAITH Colleges. Anchored in the Cognitive Process Model of Writing, Cognitive Load Theory, and Self- Regulated Learning Theory, this study adopted a quasi-experimental mixed-method design. The researchers collected data through a pretest using a holistic rubric, three writing tasks that were evaluated using the Written Communication VALUE Rubric, a self-assessment survey, and individual qualitative interviews of selected individuals. The results of the study revealed that the analytic rubric significantly improved the writing performance over time. Moreover, thematic analysis of student reflections explored the challenges and affordances of rubric use, especially in fostering metacognition, goal setting, and writing self-efficacy. The findings aim to inform rubric design and instructional strategies in tertiary English education, contributing to more meaningful, learner-centered assessment practices. The researchers have developed a proposed standardized analytic rubric for reflection writing based on the study’s outcomes.
