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Explicit Assessment Rubrics and L2 Motivation

Brunzell, Anthon LU (2021) ÄEND14 20202
English Studies
Abstract
With regards to increased research on the formative use of assessment rubrics and its effects on performance, this study highlights the need for more research on rubrics’ effects on different kinds of motivation. Therefore, the study aims to investigate possible effects of implementing explicit assessment rubrics on L2 motivation in an EFL classroom. The study is quasi-experimental, which means that it uses a pre-post experimental method with two groups of stu-dents, one experimental group (N = 15) and one control group (N = 16). For testing, question-naires were used and for the instructional treatment an explicit assessment rubric was con-structed adapted to the context and recommendations from previous research. Data was collect-ed... (More)
With regards to increased research on the formative use of assessment rubrics and its effects on performance, this study highlights the need for more research on rubrics’ effects on different kinds of motivation. Therefore, the study aims to investigate possible effects of implementing explicit assessment rubrics on L2 motivation in an EFL classroom. The study is quasi-experimental, which means that it uses a pre-post experimental method with two groups of stu-dents, one experimental group (N = 15) and one control group (N = 16). For testing, question-naires were used and for the instructional treatment an explicit assessment rubric was con-structed adapted to the context and recommendations from previous research. Data was collect-ed during class with students’ consent before and after the experiment. For the data analysis, a Wilcoxon Signed Ranks test was conducted together with a Mann Whitney U-test. The data analysis of the study showed that the experimental group increased Amotivation after the treatment (P < 0.10) as well as decreased their score of Extrinsic motivation (P < 0.10). The major conclusion of the essay is that that no matter how much positive or negative criteria compliance explicit assessment rubrics seems to promote, they do not in all cases prompt posi-tive L2 Motivation effects. In addition, the study discusses the possible standardization of re-search specializing in assessment rubrics’ effects on L2 motivation. (Less)
Please use this url to cite or link to this publication:
author
Brunzell, Anthon LU
supervisor
organization
course
ÄEND14 20202
year
type
M2 - Bachelor Degree
subject
keywords
formative assessment, rubrics, L2 motivation, self-determination theory, instrumentalism
language
English
id
9039316
date added to LUP
2022-09-07 08:31:12
date last changed
2022-09-07 08:31:12
@misc{9039316,
  abstract     = {{With regards to increased research on the formative use of assessment rubrics and its effects on performance, this study highlights the need for more research on rubrics’ effects on different kinds of motivation. Therefore, the study aims to investigate possible effects of implementing explicit assessment rubrics on L2 motivation in an EFL classroom. The study is quasi-experimental, which means that it uses a pre-post experimental method with two groups of stu-dents, one experimental group (N = 15) and one control group (N = 16). For testing, question-naires were used and for the instructional treatment an explicit assessment rubric was con-structed adapted to the context and recommendations from previous research. Data was collect-ed during class with students’ consent before and after the experiment. For the data analysis, a Wilcoxon Signed Ranks test was conducted together with a Mann Whitney U-test. The data analysis of the study showed that the experimental group increased Amotivation after the treatment (P < 0.10) as well as decreased their score of Extrinsic motivation (P < 0.10). The major conclusion of the essay is that that no matter how much positive or negative criteria compliance explicit assessment rubrics seems to promote, they do not in all cases prompt posi-tive L2 Motivation effects. In addition, the study discusses the possible standardization of re-search specializing in assessment rubrics’ effects on L2 motivation.}},
  author       = {{Brunzell, Anthon}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Explicit Assessment Rubrics and L2 Motivation}},
  year         = {{2021}},
}