Designing and using rubrics to assess argumentative text writing competency of high school students

nent competencies of argumentative text writing competency of high school students 1 Write the argumentative essay content 2 Organize argumentative essay 3 Express and present the argumentative essay 4 Creation 1.1.2. Assessing argumentative text writing competency by using rubric 1.1.2.1. Competency-based assessment and competency assessment standard The purpose of the competency-based assessment is to assess the level of meeting the requirements of the educational curriculum, measuring how students know what to do and how to complete the job, and then evaluate the competency of individual students and recognize their progress in the learning process. Competency-based assessment also must be based on knowledge standards, skills of the subject to determine the criteria that show the competency of learners, but due to the integrated feature of competency, the standards of knowledge and skills need to be combined in consistent relationships to demonstrate the competency of learners. Competency assessment standard is a competency development scale that outlines a level that learners can reach to master a certain competency, in accordance with the requirements standard that needs to be met at each grade level. In order to design competency assessment standards, people often use two methods: experimental hidden variable measurement and regulatory method. In each method, a number of measurement techniques are used, which are specific to each method. 1.1.2.2. Rubric a. Definition: In this thesis, we temporarily translate rubric as a guide for evaluation by criteria. We consider rubric as a set of criteria (concretized into indicators, indicators or behavioral expressions that can be observed, measured) that show the achievement level of the learning goal and is used to assess or inform students' product, performance, and task performance. b. Classification: According to many assessment researchers, rubric is usually divided into two main categories: synthetic rubric and analyzed rubric. c. Components and characteristics of rubric: Most researchers believe that a basic rubric needs 3 main parts: evaluation criteria; the levels achieved the evaluation criteria and describe the evaluation criteria. Although the format of rubric can be different, in general a rubric has 2 main characteristics: a rubric is a list of criteria or what will be evaluated of a project or learning task; a rating of the quality, or a description of good, fair, and poor writing. 7 d. Designing principles: When designing rubric, it is necessary to ensure 4 basic principles: "idealization"; differentiation; objectifying; stimulate, create motivation for development. e. The rubric design process consists of 2 phases: outlining and editing. The outline phase consists of 4 steps: Reflect, List, Group and Name the criteria; Combine. f. The role of rubric:  For teachers: rubric is an effective tool for teaching and essessment.  For students: rubric is an effective tool for learning and self-assessment. 1.1.2.3. The way of using rubric in teaching and assesing competency of creating argumentative text Teachers can use rubric to guide students to write essays as follows:  Using rubric to explain to students the assessment criteria will be used to assess the essay before students write.  Instruct students to write by based on the rubric assessment criteria.  After students write the draft, instruct students to use rubric to check the essay. 1.2. Practical basis 1.2.1. The reality of assessment argumentative essay in the National high school graduation examination and High school graduation examination For the type of social argumentative essay, from 2009 to 2016, there have been many significant changes in the form of assessment, but the one that has the greatest significance is the shift from a content-focused assessment of the essay, not paying enough attention to the reasoning skills of students to assess with clear criteria, aiming to assess students’argumentative essay writing competency by focusing on evaluating the application of students’knowledge and skills while writing social argumentative essay. For the literary argumentative essay, the assessment from before 2009 has set a general requirement on skills, but actually the assessment of literary argumentative essay compentency has not been given adequate attention. However, from 2014 to 2019 the answer - the grading scale of the literary argumentative essay competency has begun to pay attention to assess the writing skills of students, creating conditions for students to freely present their thoughts and unleash their creativity in expression. This form of assessment can initially evaluate the competency of high school students to write a literary argumentative essay, but it is impossible to accurately determine the students’competency level on the scale of competency development. 1.2.2. The reality of assessment argumentative essays in a number of high schools in Ho Chi Minh City We surveyed high school Literature teachers in Ho Chi Minh City to find answers to 2 research questions: – Question 1: Currently, high school Literature teachers in Ho Chi Minh City are assessing argumentative text writing competency of high school students based on which criteria? – Question 2: If designing rubric for assessing argumentative text writing competency of high school students, what criteria should rubric meet? The survey was conducted in 47 high schools in Ho Chi Minh City. Objects participating in the survey include 92 high school teachers who are currently teaching grades 10, 11, 12 or all 3 grade levels; of which 47.4% of teachers have working experience of less than 5 years and 52.6% of teachers have working experience of over 5 years. Survey results show: 8  High school teachers in Ho Chi Minh City are using the assessment criteria which are quite similar to the competency assessment criteria that we will propose in the rubric.  Teachers only grade the argumentative essay based on the assessment criteria but have not described the levels of achievement of the criteria, so the argumentative text writing competency of high school students have not been able to assessed. Conclusion of chapter 1 In this chapter, we have synthesized and clarified the theoretical issues such as: the concept and structure of text writing competency; concept and structure of argumentative text writing competency of high school students; competency-based assessment and competency assessment standards; rubric and using rubric for assesing argumentative text writing competency of high school students. In oeder to design the rubric for assessing argumentative text writing competency of high school students, we also define the practical basis including issues such as: surveying the current reality of assessment argumentative essay in the National high school graduation examinations and High school graduation examinations; survey the reality of assessment of argumentative essay in a number of high schools in Ho Chi Minh City and refer to international experiences in marking argumentative essay by using rubric. CHAPTER 2: PROPOSING RUBRIC TO ASSESS ARGUMENTATIVE TEXT WRITING COMPETENCY OF HIGH SCHOOL STUDENTS 2.1. The assessment standard of argumentative text writing competency of high school students – basis of designing rubric to assess argumentative text writing competency of high school students 2.1.1. Principles of designing assessment standard The assessment standard of argumentative text writing competency of high school students will be designed on 2 bases: the standards of language and literacy compentency of high school students and the standard of writing skills of argumentative text of 3 grade 10, 11 and 12. The curriculum standard is the average level. 2.1.2. The method and process of designing assessment standard of argumentative text writing competency of high school students We selected the hidden variable measurement method and moderated experts as the two main methods for designing and adjusting the standard of argumentative text writing competency of high school students. When designing the standards of argumentative text writing competency of high school students, we identify important contents such as: the purpose of designing standard, methods of designing standard, definition of argumentative text writing competency of high school students, the components of this competency, establishing the behavioral indicators of each element, describing the quality indicators of each behavioral indicator, describing the standards of argumentative text writing competency of high school students and outlining the competency development scale of argumentative text writing competency of high school students. 2.1.3. The assessment standard of argumentative text writing competency of high school students 9 Assessment standard of argumentative text writing competency of high school students includes following criteria; each criterion will be described including 4 levels of achievement of the criterion. No Criteria Description of the criteria 1 Demonstrate knowledge of the type of argumentative essay and the issue that needs to be argued 1.1. Show in the argumantative essay the interest in writing purposes, writing situations, and hypothetical readers. 1.2. Express ideas about the issue with a personal identity. 1.3. Argue to develop opinions and attitudes about the issue, to pay attention to the reader in the argument process. 2 Writing right process skill Ensure the writing process has been formed and practiced in previous grades. 3 Essay organization skill 3.1. The essay structure has 3 parts (opening, body and conclusion). 3.2. Make coherence for the essay: content linking, linking between sections in the essay, linking between paragraphs and linking between sentences in each paragraph. 3.3. Divide essay into paragraphs to express, arrange ideas in order to increase persuasion. 3.4. Use mode of expressions that match the type of argumentative essay. 3.5. Use reasonably non-verbal communication means: images, figures, charts, diagrams, ... in the essay. 4 Expressing and presenting skill 4.1. Express and reason coherently throughout the essay. 4.2. Write right sentences, use correct and appropriate words, and correct spelling. 4.3. Write easy-to-read text and present writing properly. 5 Expressing attitudes and interests skill 5.1. Demonstrating an attitude of appreciating the reader and being responsible in the essay. 5.2. Show interest in writing the essay. 2.1.4. Guidance of using asessment standard of argumentative text writing competency of high school students and the competency development scale of creating argumentative text of high school students The asessment standard of argumentative text writing competency of high school students will serve as the basis for designing the rubric for scoring argumentative essays (social argumentative essays and literary argumentative essays) and is the basis for determining the students’level of the competency development scale of creating argumentative text of high school students. On the teachers’side, this assessment standard can be used to introduce students to the 10 teachers’expectations about the level of achievement of students’competency. On the side of students, the assessment standard is the basis for self-assessment of their competency level after each essay. 2.2. Designing rubric framework for assessing argumentative text writing competency of high school students 2.2.1. Principles of desigining rubric framework for assessing argumentative text writing competency of high school students When designing rubric to asess argumentative text writing competency of high school students, it is necessary to follow general principles such as: compliance with evaluation objectives in education, development, objectivity, fair, validity and reliability; the specific principle: rubric should have criteria to meet the requirements on the characteristics of the type of argumentative essay. 2.2.2. Process of desiging rubric framework for assessing argumentative text writing competency of high school students This process consists of 2 phases: Outlining and editing  Outlining phase: defining the assessment goals; determining the structure of argumentative text writing competency of high school students; determining the rubric criteria; describing in detail the content of each criterion; defining the quality levels to be achieved for each criterion; assigning scores to each level of criteria met.  Editing phase: testing and editing rubric. 2.2.3. Rubric framework for assessing argumentative text writing competency of high school students 2.2.3.1 Rubric framework for assessing social argumentative text writing competency of high school students The rubric framework for assessing social argumentative text writing competency of high school students was designed into 2 versions, the standard version and the simplified version. The standard version will present and describe in detail each criteria and the level of achievement of the criteria (presented in the main text of the thesis). The simplified version will describe the criteria and the achievement levels in a concise, easy-to-understand, easier-to-remember way but still ensure the consistency with the standard version. 11 Criteria Performance level of the criteria Social issue that need to be argued Define correctly and express clearly the social issue that need to be argued. Define correctly but express not clealy the social issue. The social issues that need to be argued have not been identified or expressed topic on prompt in a different way. 1 0.5 0 Points of view and knowledge related to the social issue All the ideas are rigorously argued, focusing on clarifying the writer's points of view on the topic, highly convincing; the points of view show the writer's broad, in-depth understanding of relevant social issues; express a consistent attitude with the issues. The essay has 1 idea which is strongly supported by reasons and evidences or has more than 2 ideas related to the issue but are not closely supported; the points of view show appropriate and rich social knowledge related to the issue; express a consistent attitude with the issue. The essay has 1 idea that be explained simply or has a few related ideas that have not been explained yet; show appropriate and rich social knowledge related to the social issue; express a consistent attitude with the issue. The essay has only 1 idea without interpretation or more than 1 idea but the ideas are not related to each other; do not presented social knowledge related to the issue; not expressed a consistent attitude with the issue. The essay has ideas that do not show social knowledge and not expressed attitude related to the issue. 2 1.5 1 0.5 0 Argument Use relevant, representative reasons and evidences, effective Use reasons, evidences and a number of effective reasoning Use reasons, evidences and some reasoning methods to support an Have not yet known how to use reasons, evidences and reasoning 12 reasoning methods to develop convincing arguments; make counter-arguments and argue them convincingly. methods to support arguments but have not yet made and argued counter-arguments. argument but not convincingly. methods to develop a system of arguments; have not given any counter-arguments to argue. 1.5 1 0.5 0 Essay structure The essay has been completely organized, all parts of the essay have been closely structured: + Opening: introducing the social issue that need to be argued + Body: focus on solving the social issue +Conclusion: summarizing the writer's point of view on the issue The essay has 3 parts: opening, body and conclusion. The essay has 2 parts clearly structured or the essay has 3 parts but these parts are not clearly presented. The essay has only 1 part, for example: opening or body. Have not organized the essay into 3 parts: opening, body, conclusion. 1 0.75 0.5 0.25 0 13 Coherence Use correct and effective links between sentences and paragraphs that enhances reading ability and reinforces relationships between sentences and paragraphs. Use appropriately some correct links between sentences and paragraphs, making it easy for readers to understand. Use some correct links between sentences. Not use or use in appropriately links in the essay. Do not know how to link sentences and paragraphs to make coherence for the essay. 1 0.75 0.5 0.25 0 Paragraphing Paragraphing supports arguments, the paragraphs are well organized, and each paragraph includes an argument. The essay is organized into paragraphs that mainly focus on one idea or set of like ideas (with at least one correct paragraph break). No paragraphing. 0.5 0.25 0 Mode of expresion Use effectively argumentative mode and combine effectively with other supportive modes of expression. Use effectively argumentative mode but not combine effectively with other supportive modes of expression. Use ineffectively argumentative mode. 0.5 0.25 0 14 Language Use Do not make spelling, using words, making sentence mistakes or just make 1-2 insignificant errors; expressing clearly and coherently. Make a few spelling, using words, making sentence mistakes (3-5 errors); express quite clearly and coherently. Make a lot of spelling, using words, making sentence mistakes (6-14 errors) and / or express not clearly and coherently. Make lots of spelling, using words, making sentence mistakes (15 - 20 mistakes) and / or have long or concise expressions. There are lots of spelling, using words, making sentence mistakes (more than 20 mistakes) and / or not knowing how to express when writing the essay. 1 0.75 0.5 0.25 0 Handwriting and Presentation The handwriting is clear and easy to read; presentation is proper and careful. The handwriting is readable; presentation is proper but not clean and beautiful. Handwriting is difficult to read, sloppy; presentation is in contravention of regulations. 0.5 0.25 0 Creation There are 2 or more creative ideas and /or unique expressions. There is 1 creative idea and /or unique expressions. Uniquely rephrase at least 1 of another's creative ideas. Rephrase at least 1 unique idea that already exists from another person. No creative ideas and /or unique expressions. 1 0.75 0.5 0.25 0 15 2.2.3.2 Rubric framework for assessing competency of creating literary argumentative text high school students Rubric framework for assessing literary argumentative text writing competency of high school students was also designed into 2 versions, the standard version and the simplified version. The simplified version is below. Criteria Performance level of the criteria Literary issue that need to be argued Define correctly and express clearly the social issue that need to be argued. Define correctly but express not clealy the social issue. The social issues that need to be argued have not been identified or expressed topic on prompt in a different way. 1 0.5 0 Points of view and literature knowledge, aesthetic experience related to the literary issue All the ideas are rigorously argued, focusing on clarifying the writer's point of view on the topic, highly convincing; the points of view show suitable, broad literary knowledge and rich, profound aesthetic experiences of the writer related to the issue. The essay has 1 idea which is strongly supported by reasons and evidences or has more than 2 ideas related to the issue but are not closely supported; the points of view shows appropriate literary knowledge and rich aesthetic experience related to the issue. The essay has 1 idea that be explained simply or has a few related ideas that have not been explained yet; the points of view show appropriate literary knowledge and aesthetic The essay has only 1 idea without interpretation or more than 1 idea but the ideas are not related to each other; do not show appropriate literary knowledge and aesthetic experience related to the issue. The essay has ideas that do not show literary knowledge and aesthetic experience related to the issue. 16 experience related to the issue. 2 1.5 1 0.5 0 Argument Use relevant, representative reasons and evidences, effective reasoning methods to develop convincing arguments; make counter-arguments and argue them convincingly. Use reasons, evidences and a number of effective reasoning methods to support arguments but have not yet made and argued counter- arguments. Use reasons, evidences and some reasoning methods to support an argument but not convincingly. Have not yet known how to use reasons, evidences and reasoning methods to develop a system of arguments; have not given any counter- arguments to argue. 1.5 1 0.5 0 Essay structure The essay has been completely organized, all parts of the essay have been closely structured: The essay has 3 parts: opening, body and conclusion. The essay has 2 parts clearly structured or the essay has 3 parts but these parts are not clearly presented. The essay has only 1 part, for example: opening or body. Have not organized the essay into 3 parts: opening, body, conclusion. 17 + Opening: introducing the social issue that need to be argued + Body: focus on solving the social issue +Conclusion: summarizing the writer's point of view on the issue 1 0.75 0.5 0.25 0 Coherence Use correct and effective links between sentences and paragraphs that enhances reading ability and reinforces relationships between sentences and paragraphs. Use appropriately some correct links between sentences and paragraphs, making it easy for readers to understand. Use some correct links between sentences. Not use or use in appropriately links in the essay. Do not know how to link sentences and paragraphs to make coherence for the essay. 1 0.75 0.5 0.25 0 Paragraphing Paragraphing supports arguments, the paragraphs are well organized, and each paragraph includes an argument. The essay is organized into paragraphs that mainly focus on one idea or set of like ideas (with at least one No paragraphing. 18 correct paragraph break). 0.5 0.25 0 Mode of expresion Use effectively argumentative mode and combine effectively with other supportive modes of expression. Use effectively argumentative mode but not combine effectively with other supportive modes of expression. Use ineffectively argumentative mode. 0.5 0.25 0 Language Use Do not make spelling, using words, making sentence mistakes or just make 1-2 insignificant errors; expressing clearly and coherently. Make a few spelling, using words, making sentence mistakes (3-5 errors); express quite clearly and coherently. Make a lot of spelling, using words, making sentence mistakes (6-14 errors) and / or express not clearly and coherently. Make lots of spelling, using words, making sentence mistakes (15 - 20 mistakes) and / or have long or concise expressions. There are lots of spelling, using words, making sentence mistakes (more than 20 mistakes) and / or not knowing how to express when writing the essay. 1 0.75 0.5 0.25 0 The handwriting is clear and easy to read; The handwriting is readable; presentation Handwriting is difficult to read, sloppy; 19 Handwriting and Presentation presentation is proper and careful. is proper but not clean and beautiful. presentation is in contravention of regulations. 0.5 0.25 0 Creation There are 2 or more creative ideas and / or unique expressions. There is 1 creative idea and / or unique expressions. Uniquely rephrase at