Abstract

BUITRAGO ORTIZ, Andrea Marcela; CAMARGO URIBE, Ángela  and  RINCON CAMACHO, Lida Johanna. Impact of Using Self-assessment and Co-assessment Rubrics on the Writing Performance of Trainee Teachers. Folios [online]. 2022, n.55, pp.117-136.  Epub July 22, 2022. ISSN 0123-4870.  https://doi.org/10.17227/folios.55-14163.

This article presents the results of a study whose objective was to analyze the impact of self-evaluation and co-evaluation rubrics on writing performance and the perception of this evaluative strategy in university students who are training as teachers. The research methodology was analytical with a mixed quasi-experimental design. A total of 54 students participated in the study, divided into three groups: two experimental and one control group. For the statistical analysis, a one-way ANOVA was used to examine both the initial and post-intervention conditions of the three groups. To establish intragroup differences and the rate of improvement, Student's t-test for related samples was used. The results, both qualitative and quantitative, show that the use of self-assessment rubrics positively impacts writing performance. The analysis of the perceptions of the self-and co-assessment rubrics indicates that they allow students to engage in their training as writers and to acquire an awareness of the evaluative dimension as a constitutive part of the writing process.

Keywords : co-evaluation rubrics; self-evaluation rubrics; writing performance; academic writing; university education.

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