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2016•Korean Journal of English Language and LinguisticsOpen access

Exploring Students' Voices in the Development of Learner-Generated Rubrics for EFL Debate Assessment

Jihyeon Jessie Yang, LeeHo

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Abstract

This study explores participation in the development of scoring rubric for EFL debate assessment. The study investigates 1) What categories and semi-areas do students include in their own rubric? 2) How do students view the semi-area included in own rubric? and 3) How are students aware of EFL debate assessment and rubric development? A total of 50 university students majoring in English education participated in mini-debate sessions as a pair activity and the rubric development. As a result, the students proposed 22 semi-areas and each area was allotted into one of the four categories: linguistic aspects, non-linguistic aspects, content, and organization. Even though all groups included linguistic aspects in their rubric, they highly valued organization. Next, students had a positive attitude on their engagement in EFL debate assessment and rubric development.

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What this paper is about

This study explores participation in the development of scoring rubric for EFL debate assessment. The study investigates 1) What categories and semi-areas do students include in their own rubric? 2) How do students view the semi-area included in own rubric? and 3) How are students aware of EFL debate assessment and rubric development? A total of 50 university students majoring in English education participated in mini-debate sessions as a pair activity and the rubric development. As a result, the students proposed 22 semi-areas and each area was allotted into one of the four categories: linguistic aspects, non-linguistic aspects, content, and organization. Even though all groups included linguistic aspects in their rubric, they highly valued organization. Next, students had a positive attitude on their engagement in EFL debate assessment and rubric development.

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Available abstract

This study explores participation in the development of scoring rubric for EFL debate assessment. The study investigates 1) What categories and semi-areas do students include in their own rubric? 2) How do students view the semi-area included in own rubric? and 3) How are students aware of EFL debate assessment and rubric development? A total of 50 university students majoring in English education participated in mini-debate sessions as a pair activity and the rubric development. As a result, the students proposed 22 semi-areas and each area was allotted into one of the four categories: linguistic aspects, non-linguistic aspects, content, and organization. Even though all groups included linguistic aspects in their rubric, they highly valued organization. Next, students had a positive attitude on their engagement in EFL debate assessment and rubric development.

Key concepts: Rubric, Mathematics education, Psychology, Pedagogy, Computer science

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