Impacts of Rubric-Based Instruction to Student Writing Development in a Social Studies Classroom

Abstract

This research study investigates the effectiveness of rubric-based instruction in fostering student writing growth within the context of middle school social studies. Through the utilization of customized rubrics tailored to individual student needs, the study aims to enhance the revision process and support writing development in Middle School. Several sub-questions are explored, focusing on the impact of rubric instruction on student self-assessment and the comparison between teacher-provided feedback and student self-assessment.The study emphasizes the significance of personalized rubrics in promoting student writing development. By clarifying assessment criteria and honing self-assessment abilities, tailored rubrics play a pivotal role in elevating student writing capabilities. Additionally, the comparison between student self-assessment and teacher feedback yields valuable insights into student writing progress, underscoring the effectiveness of both assessment methods. Findings suggest that the integration of personalized rubrics magnifies the efficacy of teacher feedback in middle school social studies classrooms. Through targeted feedback facilitated by tailored rubrics, teachers can assist students in comprehending their strengths and weaknesses, fostering a nuanced understanding of the writing process. Ultimately, this research contributes to the discourse on effective pedagogical strategies for fostering student writing growth in middle school social studies classes.