The rating process is still vague and teachers have been criticized for basing assessment on their overall impression (Lumley, 2002) Even though previous studies have found using a rubric adds more confidence in a teacher's rating (Silvestri & Oescher, 2006), rubrics themselves have been criticized for inconsistent criteria descriptors and vague language (Tierney & Simon, 2004).
As a main contribution, the paper introduces an ad-hoc rubric that, based on previous investigations, has been adapted and tested for the first time to this new and specific context.
Despite results of previous researches recognizing the instructional benefits of rubrics, questions on the role of rubrics in enhancing and supporting learning and improving instruction still remains afloat.
All essays were holistically rated by me and two other raters using Gustilo's (2011) modified six-point scale scoring guide a rubric she used in her previous study in assessing 150 essays from five universities in the Philippines.
Previous studies in rater training have found that rubric training helps raters focus on the content of the rubric and helps them discard their personal biases during the rating (Knoch et al., 2007).
Previous to this, most copyfighters operated under the rubric that a negotiated peace was possible between the thrashing entertainment giants and civil society.
This is consistent with findings of previous studies that stress the primary purpose of rubric to make students understand what should be done and how it should be done (see Andrade & Du, 2005; Zimmerman & Schunk, 2001; Brookhart, 2003).
This study fits the new rubric, not the old.
This phenomenon is consistent with previous studies that conclude when raters rate without a rubric, they are highly influenced by grammar or editing mistakes (Read, Francis, & Robson 2005).
Limitations of rubrics and students' suggestions on how to make rubric more useful to their learning have already been presented in the previous paragraphs.
