Correlation of factors related to writing behaviors and student-developed rubrics on writing performance and pedagogy in ninth grade students.

다국어 초록 (Multilingual Abstract)

Cognizant of the need for students to improve their ability to write, this study's purpose was to identify and describe factors which influence student writing; investigate how involvement of students in developing rubrics of accepted written work affect their writing performance; and examine the pedagogical effects of rubric-based writing instruction on students and teachers. Relationships between and among these factors to writing performance and writing instruction were analyzed.
Background measures identified on the National Assessment for Educational Progress (NAEP) tests of writing achievement, along with this study's emphasis on student-developed rubrics, were used to define variables relevant to student writing. Demographic factors, including ethnicity and language proficiency, also were considered. Selected high school teachers and their ninth grade classes located in one school district on the Central Coast of California participated in this study.
Factors related to student writing were identified and developed into empirically derived scales entitled: Value Placed on Writing, Attitudes Toward Writing, Use of Planning Strategies, Use of Revising and Editing Strategies, Teachers' Comments on Completed Papers, Teacher Feedback on Writing, and Use of a Rubric in Writing.
Data gathered through administration of a Student Writing Survey, interviews, examination of student writing samples, review of teacher lesson plans, longitudinal district assessment results, longitudinal nationally norm-referenced test scores, student demographic data, and classroom observations formed the basis for examination.
Profiles of each school were described in terms High, Medium, and Low response to survey items and test results. Analyses were conducted between and among scales and test data.
The findings of this study and the development of the Student Writing Survey establish a methodology and instrumentation which may be used by districts, schools, and teachers to identify factors that contribute to changes in the techniques students use to evaluate written work and the pedagogy teachers use to instruct writing.