英作文指導におけるルーブリックを用いた評価と フィードバックがもたらす学習調整の考察

抄録

Education, Culture, Sports, Science and Technology (MEXT), evaluations and feedback are thought to play an important role to promote learners’ self-regulated learning. Rubrics can show them the levels of expected achievement in their performance; thus, it is plausible that rubrics can encourage them to look back on their learning in the past, notice points needing improvement, and continue learning autonomously. In this practice report, evaluations and feedback based on a rubric were given to Japanese high school English learners who worked on picture description using writing. Its effects on their motivation to learn, quality of their performance, and their learning methods were then validated. As a result of this practice report, short-term utilization ofrubrics in evaluations and feedback had less significant improvements on the learners’ motivation,performance, and learning strategy. Therefore, as a previous study shows, it is necessary to urgelearners’ metacognition in daily instructions.