The purposes of this study were to (a) evaluate the effects of a student-generated instructional rubric on second grade students' (n = 21) abilities to write personal stories and their understanding of the qualities of good writing; and (b) assess student metacognitive behavior resulting from the use of a rubric. Student writing assignments prior to and after rubric instruction were assessed in order to determine the effects of rubrics in improving writing skills. Student interactions and behaviors were observed and noted in order to determine metacognitive performance. A questionnaire gauged student impressions, management, and application of a rubric while writing a personal story. Analyses revealed that the students' writing skills and metacognitive behaviors significantly improved as a result using student-generated instructional rubrics as a tool for teaching how to write a personal story.
","abstract_html":"<p>The purposes of this study were to (a) evaluate the effects of a student-generated instructional rubric on second grade students' (<em>n</em> = 21) abilities to write personal stories and their understanding of the qualities of good writing; and (b) assess student metacognitive behavior resulting from the use of a rubric. Student writing assignments prior to and after rubric instruction were assessed in order to determine the effects of rubrics in improving writing skills. Student interactions and behaviors were observed and noted in order to determine metacognitive performance. A questionnaire gauged student impressions, management, and application of a rubric while writing a personal story. Analyses revealed that the students' writing skills and metacognitive behaviors significantly improved as a result using student-generated instructional rubrics as a tool for teaching how to write a personal story.</p>","abstract_has_math":false,"creators":["Germani, Ann Marie"],"institution":null,"degree_name":"M.S. in Teaching","degree_level":"Thesis","degree_discipline":"Interdisciplinary and Inclusive Education","degree_department":null,"school":null,"contributors":["Robinson, Randall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2003,"date_issued":"2003-06-30T07:00:00Z","date_published":"2003-06-30T07:00:00Z","updated_at":"2026-07-24T04:14:13Z","subjects":["English language--Composition and exercises; Second grade (Education)","Elementary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/1301","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Robinson, Randall"]},{"key":"dc:creator","label":"Author","values":["Germani, Ann Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-05-04T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Interdisciplinary and Inclusive Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. in Teaching"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["English language--Composition and exercises; Second grade (Education)","Elementary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/1301"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purposes of this study were to (a) evaluate the effects of a student-generated instructional rubric on second grade students' (n = 21) abilities to write personal stories and their understanding of the qualities of good writing; and (b) assess student metacognitive behavior resulting from the use of a rubric. Student writing assignments prior to and after rubric instruction were assessed in order to determine the effects of rubrics in improving writing skills. Student interactions and behaviors were observed and noted in order to determine metacognitive performance. A questionnaire gauged student impressions, management, and application of a rubric while writing a personal story. Analyses revealed that the students' writing skills and metacognitive behaviors significantly improved as a result using student-generated instructional rubrics as a tool for teaching how to write a personal story.
"]},{"key":"dc:title","label":"Title","values":["The effect of rubrics on second grade students' abilities to write a personal story"]}]}],"canonical_facts":{"dc:contributor":["Robinson, Randall"],"dc:creator":["Germani, Ann Marie"],"dc:date.available":["2016-05-04T07:00:00Z"],"dc:description.abstract":["The purposes of this study were to (a) evaluate the effects of a student-generated instructional rubric on second grade students' (n = 21) abilities to write personal stories and their understanding of the qualities of good writing; and (b) assess student metacognitive behavior resulting from the use of a rubric. Student writing assignments prior to and after rubric instruction were assessed in order to determine the effects of rubrics in improving writing skills. Student interactions and behaviors were observed and noted in order to determine metacognitive performance. A questionnaire gauged student impressions, management, and application of a rubric while writing a personal story. Analyses revealed that the students' writing skills and metacognitive behaviors significantly improved as a result using student-generated instructional rubrics as a tool for teaching how to write a personal story.
"],"dc:identifier":["https://rdw.rowan.edu/etd/1301"],"dc:subject":["English language--Composition and exercises; Second grade (Education)","Elementary Education and Teaching"],"dc:title":["The effect of rubrics on second grade students' abilities to write a personal story"],"thesis:degree_discipline":["Interdisciplinary and Inclusive Education"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.S. in Teaching"]},"updated_at":"2026-07-24T04:14:13Z"}