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postgraduate thesis: An investigation into EAP teacher and student perceptions and interpretations of an academic writing marking rubric

TitleAn investigation into EAP teacher and student perceptions and interpretations of an academic writing marking rubric
Authors
Issue Date2014
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Birkett, T. M.. (2014). An investigation into EAP teacher and student perceptions and interpretations of an academic writing marking rubric. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5325506
AbstractThe EAP written multiple trait rubric used in the City University of Hong Kong is believed to be of central importance to formative and high-stakes summative assessment in the institution. Crucial to both of these roles are the perceptions and interpretations of the key stakeholders: teachers and students. The learning and test scores deriving from the rubric are filtered entirely through these stakeholders. Investigating the perceived effects of the rubric on the EAP assessment's validity, reliability and student learning (three key strands revealed in testing literature) is seen as being essential as proof of the rubric's value. This paper presents an analysis of teacher (n=25) and student (n=123) perceptions of an EAP rubric, investigating core elements of both, comparing them, and probing into whether teachers' interpretations of rubrics influence their students. A mixed-methods study seeks to determine perceptions through combining qualitative analysis of interview data with quantitative analysis of questionnaire responses. Key elements of rubrics and how they both impact and are impacted by stakeholder perceptions are discussed. Findings indicate several strong trends in student and teacher perceptions of the rubric, and tentatively illustrate how teachers may affect their students. Arguments are made for a greater focus on standardising the teaching and learning of the rubric, for greater realisation of the learning potential of the rubric, and for investigating the appropriacy of certain domains and wordings.
DegreeMaster of Arts in Applied Linguistics
SubjectAcademic writing - Study and teaching (Higher)
Dept/ProgramApplied English Studies
Persistent Identifierhttp://hdl.handle.net/10722/208031

 

DC FieldValueLanguage
dc.contributor.authorBirkett, Timothy Michael-
dc.date.accessioned2015-02-06T14:19:35Z-
dc.date.available2015-02-06T14:19:35Z-
dc.date.issued2014-
dc.identifier.citationBirkett, T. M.. (2014). An investigation into EAP teacher and student perceptions and interpretations of an academic writing marking rubric. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5325506-
dc.identifier.urihttp://hdl.handle.net/10722/208031-
dc.description.abstractThe EAP written multiple trait rubric used in the City University of Hong Kong is believed to be of central importance to formative and high-stakes summative assessment in the institution. Crucial to both of these roles are the perceptions and interpretations of the key stakeholders: teachers and students. The learning and test scores deriving from the rubric are filtered entirely through these stakeholders. Investigating the perceived effects of the rubric on the EAP assessment's validity, reliability and student learning (three key strands revealed in testing literature) is seen as being essential as proof of the rubric's value. This paper presents an analysis of teacher (n=25) and student (n=123) perceptions of an EAP rubric, investigating core elements of both, comparing them, and probing into whether teachers' interpretations of rubrics influence their students. A mixed-methods study seeks to determine perceptions through combining qualitative analysis of interview data with quantitative analysis of questionnaire responses. Key elements of rubrics and how they both impact and are impacted by stakeholder perceptions are discussed. Findings indicate several strong trends in student and teacher perceptions of the rubric, and tentatively illustrate how teachers may affect their students. Arguments are made for a greater focus on standardising the teaching and learning of the rubric, for greater realisation of the learning potential of the rubric, and for investigating the appropriacy of certain domains and wordings.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.subject.lcshAcademic writing - Study and teaching (Higher)-
dc.titleAn investigation into EAP teacher and student perceptions and interpretations of an academic writing marking rubric-
dc.typePG_Thesis-
dc.identifier.hkulb5325506-
dc.description.thesisnameMaster of Arts in Applied Linguistics-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineApplied English Studies-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5325506-

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