Sample Research

Marikina Polytechnic College
2 Chanyungco St., Sta. Elena, Marikina City 1800

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PURPOSEFUL INCLUSION OF ASSESSMENT

RUBRICS AND GIVING FEEDBACK IN
COMPOSITION WRITING TESTS
Action Research
Presented to
The Faculty in Statistics in Education of
Marikina City
In Partial Fulfilment
Of the Requirements in Statistics in Education
By:
Arleen J. Lim, MAT-TENG
Melody S. Castillo, MAT-TENG
Jennel May J. Maesa, MED
Christela A. Torreta, MTE-DT
Shiela D. Tingson, MTE-DT
John Kenneth R. Verbo, MTE-DT
May 14, 2022

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Table of Contents
Page
Title Page ---------------------------------------------------------------------------------------- i
Table of Contents ------------------------------------------------------------------------------ ii
Acknowledgment ------------------------------------------------------------------------------- iii
Chapter
I. INTRODUCTION
Background of the Study ------------------------------------------------------
Statement of the Problem -----------------------------------------------------
II. CONCEPTUAL FRAMEWORK
Review of Related Literature and Studies --------------------------------
Conceptual Model of the Study ---------------------------------------------
III. INNOVATION, INTERVENTION, AND STRATEGY ----------------------
IV. ACTION RESEARCH METHODOLOGY
Participants and Sources of Data and Information---------------------
Data Gathering Methods ------------------------------------------------------
V. DISCUSSION, INTERPRETATION, AND ANALYSIS OF DATA ------
VI. SUMMARY, CONCLUSION, AND RECOMMENDATIONS -------------

REFERENCES --------------------------------------------------------------------------------
APPENDICES ---------------------------------------------------------------------------------
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ACKNOWLEDGMENT
The researchers would like to thank God that we were finally able to complete our action
research. This study has been done with all the efforts of the group members. The
researchers would like to express our sincerest appreciation to the following people for
their guidance and professional and moral supervision in the completion of this study:
Dr. Edgardo Canda, our ever helpful and supportive professor in Statistics in Education
for sharing willingly his incomparable expertise and precious time in giving our group
valuable pieces of advice and comments to complete our action research.
Dr. Mary Jean Dela Peña, our dearest and most esteemed professor in Construction of
Language Test for her invaluable supervision and tutelage during the conduct of the action
research, and for allowing us to conduct this study in collaboration with the subject
Statistics in Education.
Mrs. Elizabeth Toloza, the Grade 5 Team Leader of St. Scholastica’s Academy of
Marikina for her support and cooperation in the completion of this study, and for invaluable
evaluation of the survey questionnaire and assessment rubrics for the composition writing
tests.
Mrs. Jonida Santos, the academic coordinator of the intermediate level of St.
Scholastica’s Academy of Marikina for her significant assistance and guidance in
the evaluation of the survey questionnaire and assessment rubrics for the composition
writing tests.
Grade 5 students of St. Scholastica’s Academy of Marikina, our most valued
respondents, for their highly relevant participation in this action research.

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Above all, the researchers wholeheartedly thank God Almighty for His ultimate guidance
in accomplishing this worthwhile endeavor.
I. INTRODUCTION
Background of the Study
Written communication or writing is a complex skill; it involves a consolidation of many
skills such as reading comprehension, sentence construction, knowledge of grammar
rules and mechanics, and familiarity with genre and content. Writing has been viewed as
an equally crucial skill to speaking, listening, and reading; furthermore, it is apparently
considered even more vital during this technology-driven era when people would
oftentimes connect and communicate with others through text messages, emails, and
chats. According to Gepila (2017), among the four macro skills, writing is considered to
be the hardest to teach and learn; hence, it must be taught and learned in the context in
which it can be best taught and learned. A child must practice the rules in writing only if
he is asked to write. Also, writing must be taught in form, meaning, and use.
There are five factors that language teachers considered to have influenced the poor
English and Filipino writing skills of the elementary pupils1) lack of vocabulary in the target
language; 2) difficulty in conveying and organizing ideas; 3) pupils’ perception that writing
is a hard task; 4) lack of motivation and interest in writing; and 5) the difficulty in spelling,
grammar and sentence construction are the reasons why many elementary pupils have
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poor writing skills in English and Filipino. These factors can be attributed to the first
languages of the pupils (Chabacano, Bahasa Sug, and Cebuano), where English and
Filipino are considered L2 only. Despite the effort of teachers, they acknowledged that
elementary pupils’ writing skills still did not meet the standards of writing (Gepila, 2017).
Yates and Kenkel (2002) define writing problems as those related to the deviation from
the grammar, syntax (sentence construction), and meaning of a target language; they are
divided into surface problems, which refer to grammar, and global problems, which refer
to meaning, cohesiveness, and organization. The writing problems among students in
ESL classes remain despite the many years of schooling and the number of English
subjects studied (Gagalang 2020). The same writing problems are a critical concern
among the grade-schoolers, specifically the grade five students who are the subject of
this research. While students love talking incessantly, they show strong dislike and
displeasure for writing, thus, inhibiting the development of their written communication
skills. Congruent to this existence is our common observation that our students write so
poorly in terms of constructing grammatical sentences; they would either formulate run-
on sentences, sentences with incorrect subject-verb agreement, and incorrect or
inconsistent verb tenses. Teodoro and Gatcho (2020) postulated that the majority of the
writing problems were those related to verbs, nouns, and prepositions. Another
problematic aspect of writing that we frequently notice among the fifth graders is the
infringement of some language conventions such as the use of punctuation marks and
capitalization. Regardless of the length of paragraphs being composed, so many would
not put any ending punctuation at all. Besides the deficiency in the application of grammar
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rules and language mechanics, the unity of ideas and the paragraph coherence are also
a matter of some concern. More often than not, the students’ written outputs appear like
scripts of their spoken thoughts and ideas; in other words, they write as if they are talking.
They always have a strong tendency to put down in writing whatever comes to mind
without screening and organizing first the ideas in their heads. They normally fail to
structure their ideas effectively. The students’ difficulty to express themselves well in
written form can likewise be attributed to inadequate vocabulary which is a result of scarce
proclivity and a pessimistic attitude toward reading and speaking English.
Besides the reasons aforementioned, the students’ attitude of being oblivious to the rating
criteria greatly affects the result of their composition writing tests. This could probably be
ascribed not only to the learners but also to the teachers who fail to put emphasis on the
importance of the test’s rating criteria; hence, the students do not give the rubrics or the
rating criteria much thought and consideration.
As teachers of English language and communication arts, we would like to address this
continuing struggle of the Filipino learners of ESL and decisively deal with it through one
aspect of the learning process – assessment. We also aim to understand the cause of the
problem fully and conclusively and hopefully find effective means to help the students
improve their writing skills. It is for these reasons that we conducted this action research
by purposefully including rubrics in their composition writing tests as well as giving
feedback on the result of the formative assessments.

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Statement of the Problem
This action research investigated the effectiveness of the purposeful inclusion of
assessment rubrics and giving of feedback in the instructions for composition writing tests
of the Grade 5 students of St. Scholastica’s Academy of Marikina in the English subject
for the school year 2021-2022.
Specifically, this study sought answers to the following research questions:
1. What is the level of the students’ written communication skills before and after the
purposeful inclusion of assessment rubrics and feedback in composition writing
tests?
2. Is there a significant difference in the result of the students’ performance in written
communication tests before and after the series of purposeful inclusion of
assessment rubrics and giving of feedback in the instructions for the tests?
3. Is there a significant relationship between the assessment rubrics and feedback
and the performance of the students in the composition writing test?
4. What are the students’ comments and suggestions regarding the purposeful
inclusion of rubrics and giving of feedback in composition writing tests?
II. CONCEPTUAL FRAMEWORK
Review Of Related Literature
The current research to date focused on the purposeful inclusion of assessment rubrics
and giving of feedback in composition writing tests. A considerable amount of literature

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has been published on the writing problems of students in English as a second language.
However, there has been relatively little literature published on the purposeful use of
rubrics, their constant inclusion in the instructions, as well as on the giving of feedback in
composition writing tests.
Data from several studies have identified the efficacy of the use of rubrics as well as the
giving of feedback. Mahmoudi & Buğra established that many students want to have rubric
instruction in their classes in order to develop their writing skills. Students should be
aware of the writing rubrics that are used in evaluating their writing performances in their
schools in order to understand the expectations of their teachers and institutions. Also,
with the goal of developing students’ writing skills, face-to-face feedback should be given
to all the students to make them notice their weaknesses and realize their strengths so
that they can evaluate their own writings and make corrections without the help of their
teachers and become autonomous. Similar to the focus of study that we are conducting,
the research attempted to see the relationship between making students profoundly
aware of the writing rubrics and the achievement of the anticipated assessment result. As
for the giving of face-to-face feedback, it has been our practice to write comments on the
students’ written outputs, yet we were not able to consciously discuss face to face with
the students the expectations or the rating criteria that they need to improve on; hence,
the purposeful inclusion of assessment rubrics and exhaustive giving of feedbacks in our
current study.
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Hoerr, M. (2018) firmly believed that for many of her students, providing them with this
tool in the form of the 6-Traits Writing Rubric enabled them to self-regulate and self-
monitor their learning in a way that was more powerful than simply her spoken or written
feedback could. She deduced that she has promoted self-efficacy and agency in her
students. Teachers’ effectiveness goes beyond giving direct instruction; their most
important task as teachers is to give students the tools to be lifelong and independent
learners, how to best support students in the classroom, and on strategies to help support
students to build toward working independently, to self-regulate and to self-monitor their
own progress. To some extent, we agree with her constructed principle of enabling
students to self-monitor their writing progress; however, this may not be as practical if the
use of the writing rubric is for assessment purposes which is the main objective of the
current study.
Ghaffar et al. (2020) studied the impact of rubrics that are created together with the
learners on their writing skill performance. The findings of their study revealed that co-
constructed rubrics as assessment tools help students to do better in their writing due to
their familiarity with such types of rubrics. In addition, there are researchers who disagree
that the use of rubrics is unconvincing and can be controversial especially when they are
used for summative assessment purposes only; whereas, when rubrics are used for both
summative and formative assessment, they are more advantageous (Andrade 2000;
Broad 2003; Ene and Kosobucki 2016; Inoue 2004; Panadero and Jonsson 2013;
Schirmer and Bailey 2000; Wilson 2006, 2017). Conversely, the use of co-constructed
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rubrics may not be applicable to the student-stakeholders of the current study. The result
of Ghaffar et al. (2020) research would be most applicable to more advanced students.
Tshering (2017) indicated in his ﬁnding that students strongly agreed that rubrics used in
Educational Assessment and Evaluation enhanced their interest, provided them guidance
and feedback, and boosted their level of conﬁdence in learning the module. The result of
the study was also consistent with previous researches done on similar topics. The study
concluded that rubrics enhanced students’ learning achievement. Further students had
positive opinions towards rubric usage in Educational Assessment and Evaluation.
Therefore, rubrics had positive effects on students’ learning achievement in Educational
Assessment and Evaluation. We hope that the same impact will likewise bear similar
results when we conduct our own research on the use of rubrics and feedback in
composition writing tests of our fifth graders.
Jonsson & Svingby (2007) concluded that rubrics seem to have the potential of promoting
learning and/or improving instruction. The main reason for this potential lies in the fact
that rubrics make expectations and criteria explicit, which also facilitates feedback and
self-assessment. It is thus argued that assessment quality criteria should emphasize
dimensions like transparency and fitness for self-assessment. The current research
endeavored to use rubrics purposefully stressing to the learners to be always conscious
of the rating criteria or the rubrics when they develop their ideas in composition writing
tests.
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Conceptual Model of the Study
After going through the foregoing reviewed studies, the conceptual model was developed
which later helped the researchers in conducting this study.
The conceptual model which guided the researchers in conducting the action research is
shown in Figure 1.
Figure 1 presents the conceptual model for determining the level of performance of the
Grade 5 students in the pretest and posttest.
Input Process Output
 Administration of
the pretest
 Purposeful
 Validated
discussion of  Pre-test and
assessment
pre-test and rubrics post-test
 Giving of feedback scores
post-test
 Administration of
posttest
 Approved  Gathering of data  Survey
survey  Statistical results
treatment of data
questionnaire  Analysis and
Interpretation of
data
The input consisted of the pretest, posttest, and the survey questionnaire that were
prepared by the researchers and checked, approved, and validated by the Grade 5
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Teacher Team Leader and the English Subject Coordinator and Academic Coordinator of
the intermediate level of St. Scholastica’s Academy of Marikina.
The process included the administration of the pretest followed by the purposeful
discussion of assessment rubrics and the giving of feedback on the composition writing
tests answered by the Grade 5 students. After a series of formative assessments and
intensive discussion of the assessment rubrics and giving of feedback to the results, the
posttest was administered. The results were used in data gathering and the analysis and
interpretation of the statistical data.
There were two outputs produced in this study: the scores obtained by the Grade 5
students in the pretest and posttest and the result of the survey.
III. INNOVATION, INTERVENTION, AND STRATEGY
The teacher-researchers developed a scheme to help the students in the fifth-grade level
improve the quality of their written compositions in English tests and assessments.
RUBRICS
Rubrics are sometimes called "criteria sheets", "grading schemes", or "scoring guides".
This tool works in several different ways to advance student learning. In addition, rubrics
improve teaching, contribute to sound assessment, and are an important source of
information for program improvement (Wolf & Stevens 2007). They lay out the specific
expectations for an assignment, divide the assignment into component parts, and provide
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a detailed description of what constitutes acceptable or unacceptable levels of
performance for each of those parts (Stevents and Levi (2013).
A rubric handed out to students during an assessment task briefing makes them aware of
all expectations related to the assessment task and helps them evaluate their own work
as it progresses. It also helps teachers apply consistent standards when assessing
qualitative tasks and promotes consistency in shared marking.
Below is an additional list of benefits of using rubrics.
● They provide a framework that clarifies assessment requirements and standards
of performance for different grades. In this, they support assessment as learning;
students can see what is important and where to focus their learning efforts.
● They enable very clear and consistent communication with students about
assessment requirements and about how different levels of performance earn
different grades. They allow assessors to give very specific feedback to students
on their performance.
● When students are involved in their construction, rubrics encourage them to take
responsibility for their performance.
● When used for self-assessment and peer assessment, they make students aware
of assessment processes and procedures, enhance their metacognitive
awareness, and improve their capacity to assess their own work.
● Rubrics can result in richer feedback to students, giving them a clearer idea of
where they sit in terms of an ordered progression towards increased expertise in a
learning domain.
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● By engaging staff teams in rubric-based conversations about quality, rubrics help
the teams develop a shared language for talking about learning and assessment.
● They help assessors efficiently and reliably interpret and grade students' work.
The use of rubrics in assessing students’ works and performances has been in existence
since the introduction of the K-12 Curriculum in the Philippines in 2012. According to
observations, however, and based on the experiences of the English language teachers
and the teacher-researchers themselves, the intensity of emphasizing the importance of
rubrics was apparently not so rigorous that pupils would not take them seriously and as
consciously as needed when writing essays or compositions. They further realized that
simply providing a copy of the prepared scoring guides or rubrics has not been proven
effective to help the pupils create enhanced essays or compositions as reflected in their
previous works. Thus, the researchers, for all intents and purposes, devised and
implemented the purposeful inclusion of the rubrics in the composition writing tests. The
rubrics that were prepared, checked, and authenticated by the grade level team leader
and the English coordinator and academic head were apportioned a certain amount of
time before the administration of the tests so that each criterion and descriptor could be
discussed and explained to the learners. It was likewise emphasized to them that their
success in the test would depend on how much consideration and application of the
rubrics they would put in their composition or written output.

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FEEDBACK
A dictionary meaning of feedback from the perspective of testing or assessment states
that it is the information about reactions to a student's performance of a task that is used
as a basis for improvement. Feedback is not advice, praise, or evaluation; it is a written
or orally given comment about how one is doing to reach a goal. The intention of giving
feedback is always optimistic and encouraging. Without feedback, information retrieved
may be remembered as correct, even when it is not. This can lead testing to have a
negative impact on learning, rather than the positive effects typically seen, through a
phenomenon known as the negative testing effect.
The researchers exerted extra time and effort to write their feedback on the works of their
pupils, especially those who were not able to do well and hit the target in each given
expectation or rating criterion in the rubric. Explaining the reasons for an unsatisfactory
rating, how an observed weakness might be improved, correcting certain errors, and
giving alternatives on how the works could be improved in subsequent writing tests were
among the contents of the feedback given. When students successfully completed and
met the highest or outstanding proficiency target, the teacher-researchers generously
gave words of affirmation and encouragement. Giving feedback on both graded and non-
graded formative assessments was made as often as possible not only to make the pupils
perform better in the specified criteria in the rubrics but also to make the learners aware
that the teacher allotted time and gave importance to reading their works.
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IV. ACTION RESEARCH METHODS
Participants and Sources of Data and Information
The researchers employed purposive sampling. To represent the entire grade 5
population of St. Scholastica’s Academy of Marikina for the school year 2021-2022, 68
officially enrolled students from two sections or clusters were chosen to participate in the
action research. The participants were considered purposefully selected as each cluster
or section is composed of pupils with varied learning abilities.
Table 1: The Participants of the Research
Number of Participants
Grade and Section Before Purposeful After Purposeful

Inclusion of Rubrics Inclusion of Rubrics
and Feedback and Feedback
Grade 5 Courageous 34 34
Grade 5 Industrious 34 34
Data Gathering Methods
This action research employed experimental, descriptive, and quantitative methods of
research to determine the effectiveness of the persistent and purposeful inclusion of
assessment rubrics and giving of feedback in the instructions of composition writing tests
among the grade 5 students of St. Scholastica’s Academy of Marikina in the English
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subject. In the experimental method, test result before the purposeful inclusion of
assessment rubrics and giving of feedback was collected; likewise, another test result
after the purposeful inclusion of assessment rubrics and giving of feedback was gathered.
The test results were compared and analyzed through computation and utilization of
statistical data. For the quantitative method, a survey was used for statistical analysis. A
self-administered questionnaire was sent through Microsoft Forms, and it was answered
by the respondents. Both the composition writing tests and the survey questionnaire were
checked and approved by the team leader and English subject coordinator. The results
of each composition writing test were documented, analyzed, and compared accordingly.
Two questions inquiring about the student’s opinions or comments and suggestions
relating to rubrics and feedback were likewise incorporated into the survey questionnaire
that was administered. This was the strategy used to employ the descriptive method.
V. DISCUSSION, INTERPRETATION, AND ANALYSIS OF DATA
This part includes a discussion of the results, interpretation, and analysis of the study.
The data presented in this part follows the arrangement of the problems as set in
the Action Research Questions. Upon the administration of the survey and after the
conduct of the examination, the collected data and the result of the composition writing
tests before and after the purposeful inclusion of assessment rubrics and giving of
feedback were evaluated and analyzed.

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Problem 1. What is the level of the students’ performance in composition writing tests
before and after the purposeful inclusion of assessment rubrics and feedback in
composition writing tests?
Table. 2:
Class pre-essay test score on the Purposeful Inclusion of Assessment Rubrics

and Giving of Feedback in Composition Writing Tests
CLASSES/ SCORE FREQUENCY ( f ) PERCENTAGE
0 2 1 1.47%
3 5 4 5.88%
6 8 11 16.18%
9 11 27 39.71%
12 14 17 25.00%
15 17 8 11.76%
68 100%
Table 2 shows that 27 students or 39.71% of the students got scores of 9-11 on their first
essay test, 17 students or 25% of the students got 12-14 scores, 11 students or 16.18%
of the students got 6-8 scores, 8 students or 11.76% of the students got the scores of
15-17, 4 students or 5.88% of the students got 3-5 scores, and only 1 student or 1.47%
of the students got a score of 0-2. Without the purposeful inclusion of rubrics before the
administration of the pretest or composition writing test, the majority of pupils obtained
scores of 0-11 points. A score of 11 or below on a 16-point test means getting below 75%
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of the total number of points. Therefore, the result of the performance of the majority of
the respondents was below the satisfactory level of 75% or higher according to the preset
standards in the grading system of the school.
Table. 3:
Class post-essay test score on the Purposeful Inclusion of Assessment Rubrics

CLASSES/ SCORE FREQUENCY ( f ) PERCENTAGE
5 6 1 1.47%
7 8 4 5.88%
9 10 4 5.88%
11 12 11 16.18%
13 14 27 39.71%
15 16 21 30.88%
68 100%
Table 3 shows that 27 students or 39.71% of the students got scores of 13-14 on their
posttest, 21 students or 30.88% of the students got the scores of 15-16, 11 students or
16.18% of the students got 11-12 scores, 4 students or 5.88% of the students got the
scores of 7-10, and only one student or 1.47% of the students got the lowest score of 5-
6. Most of the students got 13-14 scores on their post essay test after the extensive and
purposeful inclusion and explanation of the instructions about rubrics. With 48 out of 68
students obtaining 13-16 points on a 16-point essay test and with reference to the preset
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level of standards in the grading system of the school, it evidently shows that the great
majority of the respondents performed satisfactorily in the posttest.
Problem 2. Is there a significant difference in the result of the students’ performance in
written communication tests before and after the series of purposeful inclusion of
assessment rubrics and giving of feedback in the instructions for the tests.
Table. 4:
The significant difference in the result of the students’ performance in written

communication tests before and after the Purposeful Inclusion of Assessment
Rubrics and Giving of Feedback in Composition Writing Tests
P(Z<=
Z) Z-
Standard Calculated Two- Significance Critical Verbal
Mean Deviation Z- Value tailed Level Value Interpretation Decision
Pretest 10.37 3.19 Reject

/ - 5.7216 / 1.0371 0.05 1.966 Significant
Posttest 13.16 2.16 Ho
 Note: z –value> t – Crit two-tail (Reject 𝐻0 ; Significant);
z –value < t – Crit two-tail (Accept 𝐻0 ; Not Significant)
This table presents the z - value and t – Critical two-tail values on the significant
difference in the result of the students’ performance in written communication tests before
and after the Purposeful Inclusion of Assessment Rubrics and Giving of Feedback in
Composition Writing Tests.

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The table indicates that the resulting mean of the students’ pre-essay test is 10.37 while
the resulting mean of the students’ post essay test is 13.16. The table reveals that the
calculated z-test value is -5.7216 or +5.7216 which is greater than the z-critical value of
1.966. This led to the rejection of the null hypothesis. Therefore, at a 5% level of
significance, it can be concluded that there is a significant difference in the result of the
students’ written communication performance before and after the series of purposeful
inclusion of assessment rubrics in the instruction for the composition writing test, as well
as in the giving of feedback. This means to say that the null hypothesis is rejected.
Problem 3. Is there a significant relationship between the assessment rubrics and feedback and
the performance of the students in the composition writing test?
Problem 4. What are the students’ comments and suggestions regarding the purposeful
inclusion of rubrics and giving of feedback in composition writing tests?
Included in the survey conducted were questions that sought the opinion of the pupils
regarding the purposeful inclusion of rubrics and giving of feedback in composition writing
tests. According to the comments as per the result of the survey, the rubrics that were
purposefully given to them, as well as the feedback…
1. helped them
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 understand better what to do;
 improve their writing skills;
 find out what’s wrong with their work; and
 evaluate their own work.
2. we’re motivating.
3. made their work fairly graded.
4. were helpful but gave them some feeling of nervousness.
5. were accurate, specific, and very balanced for each composition test.
6. served as a guide for writing effectively.
7. served as a reminder not to commit the same mistakes again in the next
The survey likewise sought the suggestions of the pupils. The pupils expressed that the
rubrics and the feedback should…
1. be more detailed.
2. be clear because sometimes they are unclear to some of them.
3. be given earlier so that they can have enough time to review their mistakes.
4. still praise them for trying even though their work is incorrect to boost their
confidence.
5. be made simple for students to understand.
6. be stated specifically as to what they should exactly improve.
7. encourage students to improve their weaknesses or master their skills.

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VI. PLANS FOR DISSEMINATION AND UTILIZATION
The results of the action research will be of great advantage and use to the following:
1. The Grade 5 English Teachers can utilize the results of the study as bases for
improvement in the administration of composition writing tests.
2. The subject teachers whose medium of instruction is English can also use the results
of the study in developing effective composition writing tests for their students.
3. The school administrators and faculty members of various learning institutions can
use the results of the study to devise a more improved strategy that will address the
perennial concern of Filipino ESL learners on poor written communication skills.
4. The larger academic community can also utilize the results of the study to further
elucidate and shed light on the nationwide concern about the students’ poor written
communication skills through more extensive and thorough research.

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EDUCATION THE EFFECTS OF USING RUBRICS AND FACE TO FACE
FEEDBACK IN TEACHING WRITING SKILL IN HIGHER EDUCATION.
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https://files.eric.ed.gov/fulltext/EJ1244244.pdf
Brookhart, S. M. (2013). How to Create and Use Rubrics for Formative Assessment and
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https://archives.palarch.nl/index.php/jae/article/view/2516
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https://digitalcommons.hamline.edu/cgi/viewcontent.cgi?article=5447&context=hse
_all
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Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and
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Stevens, D. D., & Levi, A. J. (2013). Introduction to Rubrics: An Assessment Tool to
Save Grading Time, Convey Effective Feedback, and Promote Student Learning.
In Google Books. Stylus Publishing, LLC. https://books.google.com.ph/books

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Teodoro, E., Ramos, B., Al, R., & Gatcho. (2020). Journal of Translation and Language
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https://media.neliti.com/media/publications/328948-common-writing-problems-and-
writing-atti-18cf6e27.pdf
Using Assessment Rubrics | UNSW Teaching Staff Gateway. (n.d.).
Www.teaching.unsw.edu.au. https://www.teaching.unsw.edu.au/assessment-
rubrics
Wolf, K., & Stevens, E. (2007). The Journal of Effective Teaching an online journal
devoted to teaching excellence The Role of Rubrics in Advancing and Assessing
Student Learning. The Journal of Effective Teaching, 7(1), 3–14.
https://files.eric.ed.gov/fulltext/EJ1055646.pdf
Wolf, K., & Stevens, E. (2007). The Role of Rubrics in Advancing and Assessing
Student Learning. Journal of Effective Teaching, 7(1), 3–14.
https://eric.ed.gov/?id=EJ1055646
Graduate School
APPENDICES
Appendix A
PRE TEST
Directions: Develop a short personal narrative text (150-200 words) based on the real
experiences or accounts that you had in your life. You can choose from any of these titles,
or you can have your own.
Suggested Narrative Essay Topics
 My First Bicycle Ride

 My Dad Is My Hero
 A Day with My Grandmother
 My Best Friend
 My Favorite Teacher
 My Grandpa’s Hands
 The Most Exciting Day of School
 A Memorable Teacher
 My First Trip Abroad
 A Sad Story from My Childhood
 My Favorite Vacation with My Family
 A Fight with My Best Friend
 My Best Birthday Party
 How We Celebrate Our Parent’s Wedding Anniversary
 Last Christmas
 How I Got My First Pet
 My Favorite School Memory
Checked and evaluated by:
____________________ __________________
Mrs. Elizabeth R. Toloza Mrs. Jonida J. Santos
SSAM - Grade 5 Level Leader SSAM - Intermediate Academic Coordinator
Graduate School
Appendix B
POST TEST
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Appendix C
SURVEY QUESTIONNAIRE ON USE OF RUBRICS AND FEEDBACK
NAME: _____________________________GRADE AND SECTION: __________

Directions: Please complete the questionnaire by putting a check (√) mark on the column
which corresponds to your evaluation on the Purposeful Inclusion of
Assessment Rubrics and Giving of Feedback in Composition Writing Tests
The following are the descriptive value of the scale used:
4 - Strongly Agree (SA)
3 - Agree (A)
2 - Disagree (D)
1 - Strongly Disagree (SD)
4 3 2 1
RUBRICS
(SA) (A) (D) (SD)
1. The rubrics keep my focus and goal in writing my
compositions/essays.
2. The rubrics help me improve the quality of my writing.
3. I understand all the criteria and the descriptors given in
the rubrics.
4. The expectations of the writing tests are clearly stated in
the rubrics.
5. My writing compositions are fairly graded because of the
rubrics.
6. The rubrics make me assess easily whether my own
writing is good or bad.
4 3 2 1
FEEDBACK
(SA) (A) (D) (SD)
1. The feedback given to me by my teacher is detailed and
timely.
2. I am able to use the feedback as a tool to further improve
my writing abilities.
3. The feedbacks motivate me to perform better in the
succeeding writing tests.
4. Feedback improves my confidence in writing and my
enthusiasm for learning.
5. I feel good after reading the feedback whether or not
they tell my weaknesses or strengths in writing.
Graduate School
Comments/ Suggestions:
1. Give one or two comments about the giving of rubrics and feedback in your
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________
2. Give one or two suggestions regarding the giving of rubrics and feedback in your
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________
Thank you very much and God bless!
The Researchers
Graduate School
APPENDIX D
Assessment of the respondents results of the students’ performance in written

communication tests before and after the Purposeful Inclusion of Assessment Rubrics
and Giving of Feedback in Composition Writing Tests to the Rubrics
RUBRICS WM SD VI
1. The rubrics keep my focus and goal in writing my
3.31 2.83 A
compositions/essays.
2. The rubrics help me improve the quality of my writing. 3.46 2.98 A
3. I understand all the criteria and the descriptors given
3.40 2.92 A
in the rubrics.
4. The expectations of the writing tests are clearly stated
3.57 3.10 SA
in the rubrics.
5. My writing compositions are fairly graded because of
3.38 2.92 A
the rubrics.
6. The rubrics make me assess easily whether my
3.29 2.87 A
writing is good or bad.
GENERAL WEIGHTED MEAN 3.40 2.94 A
Graduate School
APPENDIX E
Assessment of the respondents’ results of the students’ performance in written

and Giving of Feedback in Composition Writing Tests to the Feedback
FEEDBACK WM SD VI
1. The feedback given to me by my teacher is detailed
3.44 2.98 A
and timely.
2. I can use the feedback as a tool to further improve my
3.50 3.02 SA
writing abilities.
3. The feedbacks motivate me to perform better in the
3.28 2.83 A
succeeding writing tests.
4. Feedback improves my confidence in writing and my
3.21 2.78 A
enthusiasm for learning.
5. I feel good after reading the feedback whether or not
3.35 2.94 A
they tell my weaknesses or strengths in writing.
GENERAL WEIGHTED MEAN 3.36 2.91 A
Graduate School
APPENDIX F
Measure Tendency of pre-test of the students’ performance in written communication

tests before and after on the Purposeful Inclusion of Assessment Rubrics and Giving of
Feedback in Composition Writing Tests
FREQUENCY CUMULATIVE
CLASSES/ SCORE FREQUENCY ( f ) PERCENTAGE CLASS MARK ( x ) TIMES CLASS FREQUENCY (
MARK (cf) < cf )
0 2 1 1.47% 1 1 1
3 5 4 5.88% 4 16 5
6 8 11 16.18% 7 77 16
9 11 27 39.71% 10 270 43
12 14 17 25.00% 13 221 60
15 17 8 11.76% 16 128 68
68 100% 713
MEAN
Formula: Solution:
__ __
∑ 𝑓𝑥
x = ∑ 𝑓𝑥
𝑛 x = 𝑛
713
= 68
Solution:
__
x = 10.48 LLMC = 9
n = 68
cfm = 16
MEDIAN
fm = 27
Formula:
i = 3
(
𝒏
− 𝑐𝑓𝑚 ) n = 68 /2 = 34
𝟐
Md. = LLMC + i
𝑓𝑚
(34 −16)
Md. = 9 + (3)
27
18
=9+ (3)
27
= 9 + (2)
Md. = 11
Graduate School
MODE
Formula:
Solution:
Mo. = LLMoC +
( 𝑑𝑖 )
i
LLMoC = 9
𝑑1 + 𝑑2
n = 68
d1 = 27-11=16
d2 = 27-17=10
i = 3
16
Mo. = 9 + 3
16+10
16
=9+ 3
26
=9 + (1.85)
Mo. = 10.85
APPENDIX G
Measure Tendency of post-test of the students’ performance in written communication

tests before and after on the Purposeful Inclusion of Assessment Rubrics and Giving of
Feedback in Composition Writing Tests
FREQUENCY CUMULATIVE
CLASSES/ SCORE FREQUENCY ( f ) PERCENTAGE CLASS MARK ( x ) TIMES CLASS FREQUENCY (
MARK (cf) < cf )
5 6 1 1.47% 5.5 5.5 1
7 8 4 5.88% 7.5 30 5
9 10 4 5.88% 9.5 38 9
11 12 11 16.18% 11.5 126.5 20
13 14 27 39.71% 13.5 364.5 47
15 16 21 30.88% 15.5 325.5 68
68 100% 890
Graduate School
MEAN
Formula: Solution:
__ __
∑ 𝑓𝑥
x = ∑ 𝑓𝑥
𝑛 x = 𝑛
890
= 68
__
x = 13.09
MEDIAN
Formula:
Solution:
𝒏
(
𝟐
− 𝑐𝑓𝑚 ) LLMC = 13
Md. = LLMC + i
𝑓𝑚 n = 68
cfm = 20
fm = 27
i = 2
n = 68 /2 = 34
(34 −20)
Md. = 13 + (2)
27
14
= 13 + (3)
27
= 13 + (1.5)
Md. = 14.5
Graduate School
MODE
Formula:
Solution:
Mo. = LLMoC +
( 𝑑𝑖 )
i
LLMoC = 13
𝑑1 + 𝑑2
n = 68
d1 = 27-11=16
d2 = 27-21=6
i = 2
16
Mo. = 13 + 2
16+6
16
= 13 + 2
22
=13 + (1.45)
Mo. = 14.45
Graduate School
APPENDIX H
The significant difference in the result of the students’ performance in written

This table presents the z - value and t – Critical two-tail values on the significant difference
in the result of the students’ performance in written communication tests before and
after the Purposeful Inclusion of Assessment Rubrics and Giving of Feedback in
Composition Writing Tests of post
z-Test: Two Samples for Means
CT1 CT2
Mean 10.37 13.16
Known Variance 10.15 6.05
Observations 68 68
Hypothesized Mean Difference 0
z -5.724553748
P(Z<=z) one-tail 5.1853E-09
z Critical one-tail 1.644853627
P(Z<=z) two-tail 1.03706E-08
z Critical two-tail 1.959963985
Table. 2: CLASS PRE-ESSAY TEST SCORES

Graduate School
Table. 3: CLASS POST-ESSAY TEST SCORES
CT-1
Frequency Distribution
1. Range
R=HS-LS
R=16-0
R=16
2. No. of Classes. 2k
n=68
k 2k
5 25=32
6 26=64
No. of classes = 6
3. Class Interval or Class Width = Range

k
I= Range I= 16 = 2.66 or 3
k 6
Graduate School
Table. 1: CLASS PRE-ESSAY TEST SCORES
MEASURES OF CENTRAL TENDENCY
MEAN
Solution:
Formula: __
__ x =
∑ 𝑓𝑥
x = 𝑛
=
__
x = 10.48
Graduate School
MEDIAN
Formula:
Solution:
𝑛
( − 𝑐𝑓𝑚 ) LLMC = 9
2
Md. = LLMC + i n = 68
𝑓𝑚
cfm = 16
fm = 27
i = 3
n = 68 /2 = 34
Md. = 9 + (3)
=9+ (3)
= 9 + (2)
Md. = 11
MODE
Formula: Solution:
LLMoC = 9
( 𝑑𝑖 )
Mo. = LLMoC + i n = 68
𝑑1 + 𝑑2
d1 = 27-11=16
d2 = 27-17=10
i = 3
Mo. = 9 + 3
=9+ 3
=9 + (1.85)
Graduate School
CT-2
Frequency Distribution
1. Range
R=HS-LS
R=16-5
R=11
2. No. of Classes. 2k
n=68
k 2k
5 25=32
6 26=64
No. of classes = 6
3. Class Interval or Clas Width = Range

k
I= Range I= 11 = 1.83 or 2
k 6
Graduate School
Action Research Work Plan And Timeline Using The Gannt Chart
Action Research Gannt Feb. Feb. Mar. Mar. Mar. Mar. Apr. Apr. Apr. Apr. May May
Chart 21-26 28-M5 7-12 14- 21- 28- 4-9 11- 18- 25- 2-7 9-
19 26 A2 16 23 30 14
1. Preparation of the
research proposal
2. Presentation of
research proposal
3. Development of
assessment rubrics
for composition
writing tests
4. Preparation and
formulation of
survey questions
5. Administration of
composition writing
tests and giving of
feedback to the
students
6. Collection of data
7. Administration of
survey
questionnaire
8. Analysis and
interpretation of
collected data
9. Preparation of the
final report
10. Submission of
action research
Graduate School

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Marikina Polytechnic College

2 Chanyungco St., Sta. Elena, Marikina City 1800

PURPOSEFUL INCLUSION OF ASSESSMENT

The Faculty in Statistics in Education of

Marikina Polytechnic College

Of the Requirements in Statistics in Education

Arleen J. Lim, MAT-TENG

Melody S. Castillo, MAT-TENG

Jennel May J. Maesa, MED

Christela A. Torreta, MTE-DT

Shiela D. Tingson, MTE-DT

John Kenneth R. Verbo, MTE-DT

May 14, 2022

VI. SUMMARY, CONCLUSION, AND RECOMMENDATIONS -------------

valuable pieces of advice and comments to complete our action research.

Scholastica’s Academy of Marikina for her significant assistance and guidance in

Grade 5 students of St. Scholastica’s Academy of Marikina, our most valued

respondents, for their highly relevant participation in this action research.

in accomplishing this worthwhile endeavor.

Background of the Study

Written communication or writing is a complex skill; it involves a consolidation of many

skills such as reading comprehension, sentence construction, knowledge of grammar

an equally crucial skill to speaking, listening, and reading; furthermore, it is apparently

to meaning, cohesiveness, and organization. The writing problems among students in

on sentences, sentences with incorrect subject-verb agreement, and incorrect or

capitalization. Regardless of the length of paragraphs being composed, so many would

proclivity and a pessimistic attitude toward reading and speaking English.

rating criteria much thought and consideration.

by purposefully including rubrics in their composition writing tests as well as giving

feedback on the result of the formative assessments.

Statement of the Problem

This action research investigated the effectiveness of the purposeful inclusion of

for the school year 2021-2022.

Specifically, this study sought answers to the following research questions:

purposeful inclusion of assessment rubrics and feedback in composition writing

2. Is there a significant difference in the result of the students’ performance in written

communication tests before and after the series of purposeful inclusion of

3. Is there a significant relationship between the assessment rubrics and feedback

and the performance of the students in the composition writing test?

inclusion of rubrics and giving of feedback in composition writing tests?

II. CONCEPTUAL FRAMEWORK

Review Of Related Literature

and giving of feedback in composition writing tests. A considerable amount of literature

composition writing tests.

students to build toward working independently, to self-regulate and to self-monitor their

positive opinions towards rubric usage in Educational Assessment and Evaluation.

Therefore, rubrics had positive effects on students’ learning achievement in Educational

composition writing tests of our fifth graders.

self-assessment. It is thus argued that assessment quality criteria should emphasize

endeavored to use rubrics purposefully stressing to the learners to be always conscious

Conceptual Model of the Study

which later helped the researchers in conducting this study.

Grade 5 students in the pretest and posttest.

Input Process Output

the intermediate level of St. Scholastica’s Academy of Marikina.

interpretation of the statistical data.

III. INNOVATION, INTERVENTION, AND STRATEGY

improve teaching, contribute to sound assessment, and are an important source of

a detailed description of what constitutes acceptable or unacceptable levels of

performance for each of those parts (Stevents and Levi (2013).

as it progresses. It also helps teachers apply consistent standards when assessing

qualitative tasks and promotes consistency in shared marking.

Below is an additional list of benefits of using rubrics.