Raising Awareness about Task Assessment Rubrics in Task Based Language Teaching
Date
2021-09
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Abstract
Researchers have examined the benefits of employing a complex set of assessment rubrics as a framework for course development, teaching, learning and assessments in language programs. However, no research has explored ways to mitigate challenges faced by adult international and immigrant second language learners new to learner-centered and rubric guided curriculum that requires critical thinking and self-regulation. To raise awareness about writing task assessment rubric criteria, this qualitative study through iterative cycles of practitioner action research used Community of Inquiry (CoI) as a framework and a writing task assessment rubric as a hook to facilitate asynchronous written peer feedback in task-based English as Additional Language (EAL) learning environment. During the seven-week long intensive language course at a post-secondary institute in Western Canada, 20 adult multi-lingual participants from didactic learning environments completed 28 tasks in the class and engaged in providing peer feedback using an institutionally mandated Canadian Language Benchmark (CLB) rubric in nine asynchronous forums. Sources of evidence from asynchronous feedback transcript, writing tasks completed by learners, and the instructor’s observation notes and journals was analyzed for themes using NVIVO regarding cognitive presence, teaching presence and social presence elements in CoI framework. Results showed: (1) learners had low level of rubric awareness at the beginning of the course (2) intervention facilitated scaffolding (3) learners re-conceptualized writing and the role of rubric, and (4) asynchronous peer feedback increased rubric awareness and competency in writing. Implications are discussed in relation to adult international and immigrant language learners, task-based language teaching, and the interface between automatized explicit and implicit knowledge of rubric criteria in rubric based second language curriculum.
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Keywords
task assessment rubric, Task-Based Language Teaching, Second Language Acquisition, second language writing, Community of Inquiry, adult ESL, explicit knowledge, implicit knowledge, self-regulated learning, raising awareness, critical thinking, action research, international and immigrant students, writing skills
Citation
Kunnel, J. (2021). Raising awareness about task assessment rubrics in task based language teaching (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.