Thesis

Effects of instructional rubrics versus student created rubrics on fourth grade writing achievement and confidence

This study examined the effects of instructional rubrics versus student created rubrics on fourth grade student achievement and their confidence level of themselves as writers. Students were given four narrative assignments over several weeks. All students had been studying the 6+ 1 traits and components of a narrative. The control group was given an instructional rubric to guide their writing on 6+ 1 traits and narrative qualities. The experimental group was given an opportunity to create their own rubric in a small group guided by the teacher. Questionnaires, informal interviews and student scores on rubrics were used to determine gains. All students showed progress in writing and general confidence in their writing ability. The experimental group had the highest rate of growth between assignments and after assignment two. Additionally the experimental group gave more details when asked to list their own strengths and weaknesses. Keywords: rubrics, 6+ Traits, student-created, confidence, fourth grade, writing

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