Abstract
Although it is widely acknowledged that research on L2 summary writing is needed,
there has not been enough investigation into its evaluation. Consequently, the number of
rating scales (i.e., rubrics) developed for L2 summary tasks is limited, and it is unclear
whether existing rubrics are useful in the classroom context. Therefore, as a research
project, we developed an original analytic rubric for L2 summary writing, suitable for
classroom environments in which Japanese university students are learning English as a
foreign language (EFL). The purpose of this study is to develop and refine a provisional
analytic rubric using expert judgment. We asked three researchers who are experts in the
field of language testing to examine a provisional, four-dimensional analytic rubric used
to assess student summaries, and to provide feedback on the usage of the rubric via an
open-ended questionnaire. We conducted qualitative content analysis of the comments
obtained from these experts. The results indicated both positive and problematic aspects
of the provisional analytic rubric. Based on the experts’ comments and suggestions, we
revised various aspects of the rubric. We expect that the revised version will serve as a
valuable support tool in teaching L2 summary writing.
