Abstract
This chapter aims to shed light on the importance of using rubrics to prepare students for writing and to stimulate critical thinking to achieve student learning outcomes. The scores on 615 writing assignments in two classes were compared to determine the efficacy of rubrics. A t-test was performed to determine the differences in the scores on writing assignments that implemented the use of rubrics after the author received training in the Writing-Across-the-Curriculum Summer Learning Institute. The statistical significance of the differences in the scores on the reaction papers were P<.001 indicating rubrics facilitate critical thinking as evidenced by scores on written assignments. Although the discussion board scores did not yield statistically significant results: the mean scores on the discussion board using the rubric in Fall 2021 were higher than in Spring 2021, 9.58 and 8.94, respectively. These results are evidence that given the right tools and instruction to complete written assignments, students can meet and even exceed expectations.
TopBackground
There may be several explanations for why students’ written communication skills fall below their expected writing skill level. Student performance outcomes on writing assignments may be indicative of how the instructor teaches and/or how the student learns. A student's performance on writing assignments may be influenced by factors related to their understanding of the writing assignments' expectations. One of the most apparent reasons contributing to this gap is the lack of clarity on completing the task. The student and the instructor should be on the same accord when discussing expectations. The point at which a college student is expected to be proficient in writing independent of instruction may not exist. There is no one course, academic year, or milestone that should be the lone hallmark or finale for teaching or learning writing.
Key Terms in this Chapter
Guidelines: Information provided on the overall requirements for the completion of an assignment.
Clarity: A clear, coherent understanding of the assignment instruction.
Critical Thinking: A higher order of thinking that involves analysis and synthesis of information to create questions or new ideas.
Writing-Across-the-Curriculum: The summer learning institute that trained instructors on the technique of using rubrics and critical thinking skills.
College Writing: A level of writing that teaches critical thinking and writing skills that are applicable across areas of life.
Scores: The total number of points assigned to a writing assignment.
Writing Assignments: The discussion boards and reaction papers used for acquiring scores.
Rubrics: Grading criteria that are used to guide the students in meeting expectations on assignments.
Grading Criteria: The information provided in each area of grading on the rubric.
Content-Focused Courses: Courses that are a part of the degree program curriculum required for graduation.