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The more detailed writing assessment rubric can be seen in the table below.
Table1: Writing assessment rubric Aspects
Score Criteria
Content 27 - 30
very good to excellent 22 - 26
average to good 17 - 21
poor to fair 13 - 16
very poor
Organization 18
– 20 Very good to excellent
14 – 17
Average to good 10
– 13 Poor to fair
7 – 9
Very poor
Vocabulary 18
– 20 Very good to excellent
14 – 17
Average to good 10
– 13 Poor to Fair
7 – 9
Very poor
Language use 22
– 25 Very good to excellent
18 – 21
Average to good 11
– 17 Poor to Fair
5 – 10
Very poor
mechanic 5
Very good to excellent 4
Average to good 3
Poor to Fair 2
Very poor Adapted from Sara Weigle 2002:116
4. Feedback in teaching writing
a. Definition of feedback
According to Richards and Schmidt 2002:199 feedback can be defined as any information or comments as a result of a behavior. Feedback
can be in the form written or spoken. In teaching, feedback is everything
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that is given by the teacher, caregiver, or others to the learners regarding their
students’ work. The feedback is believed as a way to improve the students
’ competence.
Harmer 2007 states that the way the teacher gives feedback can enhance not only the students’ confidence, but also the students’
competence. Feedback can be used to boost the students’ motivation. Moreover, the students can get advices regarding their work from this
feedback. Besides that, the teacher can also use the feedback to lead the students back to learning goals that are expected to be reached by the
students. Furthermore, Harmer 2007 adds that feedback can be defined as
responding and correcting. Responding deals with the way teacher react on the students’ work. The difference between responding and correcting is
that in responding the students’ work, the teacher is expected to give directional question rather than mentioning which one is correct or wrong.
The directional comment is best used in the process of writing in the editing and revising step.
b. Types of feedback
There are two types of written feedback according to Hyland and Hyland 2006. They are direct and indirect feedback. Direct feedback
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allows the teacher to give direct correction. For example, the teacher can underlined or cross out the unnecessary words written by the students and
give the correct words or form. This can help the students to find out their errors or mistakes and replace them with the provided correct words or
forms. Meanwhile, the indirect feedback allows the teacher to give the
students indication that there are some errors or mistakes on their work without providing the correct words or forms. The teacher can simply
underline, circle, and give code or other mark that indicates some errors or mistakes done by the students.
The types of feedback that the teacher should give can depend on the students themselves. The students with lower level of English
proficiency might find that direct feedback can help them to improve. Meanwhile, it is important for the students who have higher level of
English proficiency to have indirect feedback since it can help them to build their skills to be independent self-editor. However, the teacher can
employ both types of feedback.
c. Peer feedback
According to Richards and Schmidt 2002, peer feedback can be defined as an activity of the students receiving feedback from other
