L-iscoring rubric : assessjar alternattiv tal-kitba

Abstract

In this study we wanted to explore an alternative assessment of writing which is more efficient and effective than the traditional one. We justified the use of this type of assessment, the scoring rubric, in the theory of the writing process. context. Composition samples were taken randomly from three girls' Junior Lyceum to investigate whether the traditional type of assessment is valid. The scoring rubric that we adopted to the Maltese system is more detailed and give importance to a wider range of components: Content/Development, Structure/Organisation, Style/Voice, Word Choice, and Mechanics/ Conventions. . Finally, we made two correlations, the first between the global marks given to the composition samples of the three different lyceums and the marks .we gave for each component of the scoring rubric, and the second between the marks given by different teachers in the same lyceum and our marks. Through these correlations, we concluded that the global mark used in the present summative assessment does not reflect objectively all the capabilities of the students' writing in different components. We also found out that teachers assess writing in different ways, which are therefore, not standardised.