ERIC Number: ED574925
Record Type: Non-Journal
Publication Date: 2012-Aug
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
Scoring Rubrics and Google Scripts: A Means to Smoothly Provide Language Learners with Fast Corrective Feedback and Grades
Thouësny, Sylvie
Research-publishing.net, Paper presented at the EUROCALL 2012 Conference (Gothenburg, Sweden, Aug 22-25, 2012)
Language teachers, as one might expect, are often confronted with the task of assessing and grading students' assignments, which should ideally be addressed with respect to not only reliability and validity, but also functionality. Based on Knoch's (2011) taxonomy features with regards to design and development of writing assessments, an analytic approach was devised to assign scores to a certain amount of independent aspects of language learners' performance through the means of specific rubrics. The rubrics, elaborated with the graders and students in mind, describe the rating of the various tasks intermediate learners of French had to undertake. Following a brief description of one assignment, this short paper highlights the significance of following the scoring grids to maintain a relatively constant grading style across students and teachers alike. Additionally, it illustrates how Google documents and forms, used in conjunction with simple and undemanding scripts, assisted in the process of correcting and providing students with timely feedback. [For the complete volume, see ED574893.]
Descriptors: Scoring Rubrics, Feedback (Response), Error Correction, Grading, French, Second Language Learning, Second Language Instruction, Writing Assignments, College Second Language Programs, Courseware, Web Based Instruction, Teaching Methods
Research-publishing.net. La Grange des Noyes, 25110 Voillans, France. e-mail: info@research-publishing.net; Web site: http://research-publishing.net
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A