Resourses to assess narrative texts in Primary Education and teacher feedback analysis
DOI:
https://doi.org/10.35575/rvucn.n64a5Keywords:
Feedback, Checklist, Rubric, Narrative writingAbstract
The present investigation has a twin objective; exploring if both rubric and checklist have criterion validity, being able to assess same elements, minimizing differences between marks, and analyzing the feedbacks, given by the raters, to elementary students´ writing competence. For that purpose, 56 future primary teachers assessed two different narrative text, using the two mentioned assessments instrument, and coming up with a feedback for each of the considered criteria. These latter feedbacks were categorized according to their amplitude and their evaluative and meta-textual content. Afterwards, a factorial and descriptive analysis were carried out to examine the data. Results show how global points, assigned by both instruments, rubric and checklist, are significantly related and how feedbacks given by future teachers using the rubric are meta-textually variated and complete. Thus, it could be concluded that both examined assessment instrument can be used by teachers to produce a fair judgement; as well as using rubric generates specific feedbacks, related to varied language aspects and characteristics.
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