An Initial Development of an Analytic Rubric for Assessing Critical Thinking in English Argumentative Essays of EFL College Students

Autor/inn/en	Nakkaew, Nattawut; Adunyarittigun, Dumrong
Titel	An Initial Development of an Analytic Rubric for Assessing Critical Thinking in English Argumentative Essays of EFL College Students
Quelle	In: rEFLections, 26 (2019) 2, S.51-74 (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1513–5934
Schlagwörter	College Students; English Language Learners; Critical Thinking; Essays; Persuasive Discourse; Scoring Rubrics; Evaluation Methods; Student Evaluation; Foreign Countries; College Faculty; Second Language Learning; English (Second Language); Thinking Skills; Thailand + Suchen Sie Ihr Suchwort? Collegestudent; Kritisches Denken; Essay; Aufsatzunterricht; Persuasion; Persuasive Kommunikation; Scoring formulas; Auswertungsbogen; Schulnote; Studentische Bewertung; Ausland; Fakultät; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Denkfähigkeit
Abstract	This study aims to initially develop a Critical-Thinking-in-Argumentative-Essay Rubric (CTER) for EFL college students. Participants of this study were five experts and two groups of raters. Data sources included the experts' validation survey for the CTER, interviews and writing samples. Three phases for developing the CTER were conducted, and the evaluative descriptors of the rubric were revised based on the experts' comments. To complete the initial development of the rubric, the raters and the first researcher used the CTER to evaluate the writing samples. The scores obtained from the evaluation were analyzed to examine the inter-rater reliability of the rubric. The findings showed that the CTER contained six clear and valid domains for assessing critical thinking in argumentative essays of EFL students. The total scoring results from the six domains achieved a moderate inter-rater reliability with ICC of 0.70 and Kendall's W of 0.5 (p < 0.05). The raters perceived that the CTER could be used to promote learning and critical thinking of EFL learners. Pedagogical implications were presented based on the findings. (As Provided).
Anmerkungen	King Mongkut's University of Technology Thonburi School of Liberal Arts. 126 Pracha Uthit Road, Bang Mod, Thung Khru, Bangkok, Thailand 10140. Tel: +66-2470-8756; Fax: +66-2428-3375; Web site: https://so05.tci-thaijo.org/index.php/reflections/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01