The design and implementation of a Rubric assessment report card

Abstract

This study focused on the development and implication of a rubric assessment report card for 30 English as a Second Language students, ages ranging from 7 to 15, in a one room Hutterite Colony School. Through an action research approach, data were gathered in the forms of observations, discussions, and review of educational literature. The findings of this study indicate that rubric assessment improves student learning and performance. This was attributed to rubrics being motivational tools of assessment, allowing students to take responsibility for their own learning while being involved in their own assessment. This led to the conclusion that a rubric assessment report card better complements the current assessment practices in the researcher's school.