The effect of rubrics on second grade students' abilities to write a personal story

<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>

Name thesis:degree_name

M.S. in Teaching

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Interdisciplinary and Inclusive Education

Year dc:date.available

2003

Author dc:creator

• Germani, Ann Marie

Contributors dc:contributor

• Robinson, Randall

• English language--Composition and exercises; Second grade (Education)
• Elementary Education and Teaching

Repository record dc:identifier

https://rdw.rowan.edu/etd/1301

OAI identifier oai:identifier

oai:rdw.rowan.edu:etd-2301