A case study on the use of the developmental rubric as a feedback tool in improving academic writing skills at tertiary level

Abstract

Academic writing is one of the most challenging skills for tertiary level students. Providing feedback has been found to be an effective way to improve the process of academic writing, but there is often skepticism as to how the feedback is delivered. This qualitative study investigated the use of a developmental rubric in English for Academic Writing (EAW) as a means of providing feedback to help students improve their drafts. This qualitative study involved 8 classes where 13 informants were interviewed. A total of 4 classes used the developmental rubric in class for self-editing while another 4 used the peer feedback technique to provide comments on their classmates’ drafts. Using the rubric, their instructors also provided feedback and guidance to improve their writing. The results that emerge from this study showed that in general, students admitted to having difficulties in writing. They also have a positive attitude towards the course and regarded academic writing as important for their future, despite having negative impressions of it prior to enrolment. The findings suggest that the developmental rubric can be used as a potential tool to provide feedback for the students and to create a learning environment that is conducive for achieving learning. Students who used the rubric for self-editing reported a lack of confidence when reflecting on their work while those in the peer feedback classrooms acknowledged that they are learning from their friends’ errors. Suggestion to improve the content of the rubrics, especially in the language section, were made by the teachers. A framework for academic writing at tertiary level is proposed and recommendations were also made for future research to investigate the effectiveness of the rubric in the students’ overall performance.