The qualitative examination of the raters’ perceptions of our rubric generally confirmed the quantitative results.
This study confirmed the applicability of our rubric to EFL classrooms.
In performance assessment (e.g., L2 writing assessment), scoring rubrics are generally divided into two types: holistic rubrics and analytic rubrics (Bacha, ) and are often used for large-scale assessments such as placement tests or high-stakes examinations.
Advantages of holistic assessments are its practicality and cost-effectiveness, as it takes less time for raters to complete the assessment, thereby reducing labor costs, compared to analytic assessments (Bacha, ).
Among them, one central skill relevant to summary writing is paraphrasing, which is also often used in academic writing in general.
According to Hirvela and Du () investigated summary writing operations used by English as a second language (ESL) university students where the performances of high- and low-proficiency students were compared.
In our research project, we have developed a scoring rubric for a second language (L2) summary writing for English as a foreign language (EFL) students in Japanese universities.
This study aimed to examine the applicability of our five-dimensional rubric, which features both analytic and holistic assessments, to classrooms in the EFL context.
71) or complete other types of assignments that incorporate various kinds of sources into their writing.
Summary writing is an integrated writing task, and it is understood as a reading-to-write task.