Lecturer’s Perception of Using an Analytical Rubric for Assessing Summary Writing

DOI

10.2991/assehr.k.200406.025How to use a DOI?

Keywords

analytical rubric, assessment, lecturer’s perception, summary writing

Abstract

Assessment is truly essential in teaching writing skills. An analytical rubric is a common evaluation to find out the achievement of students’ writing skills. However, a kind of rubric which is adopted to score summary writing is different from the general writing skill rubric. This study aimed at finding the lecturer’s perception of using an analytical rubric in scoring summary writing. A qualitative case study was used as the research design which employed three data collection techniques consisted of pre-observation, interviews, and data analysis. After analyzing the data using an analytical rubric by Frey, Fisher, and Hernandez (2003), it was discovered that the rubric had a positive impact on the students’ summary writing score. The lecturer believed that assessing students’ summary writing by rubric scoring was able to enhance the students’ skill in writing more concisely. Also, lecturers are suggested to be transparent in assessing students’ writing using an analytical rubric.

Copyright

© 2020, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Melvy Nancilia Putri
PY  - 2020
DA  - 2020/04/09
TI  - Lecturer’s Perception of Using an Analytical Rubric for Assessing Summary Writing
BT  - Proceedings of the Twelfth Conference on Applied Linguistics (CONAPLIN 2019)
PB  - Atlantis Press
SP  - 125
EP  - 128
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.200406.025
DO  - 10.2991/assehr.k.200406.025
ID  - Putri2020
ER  -