(untitled) (Malaysian Journal of Learning and Instruction, 2020)
Tujuan - Kajian ini bertujuan untuk melihat perubahan kualiti penulisan ilmiah pelajar dan ketekalan penskoran antara pemeriksa dengan pelajar bagi memvalidasikan rubrik sebagai alat pengukuran penulisan ilmiah. Metodologi - Kajian ini menggunakan kaedah praeksperimen kumpulan tunggal dengan persampelan kebarangkalian. Dua orang pensyarah dari universiti tempatan telah memberi skor terhadap 122 penulisan ilmiah pelajar daripada dua kumpulan berbeza dengan menggunakan rubrik yang sama. Kaedah intraclass correlation coefficient (ICC), Limit of Agreement (LOA) dan standard error of measurements (SEM) telah digunakan untuk melihat persetujuan antara skor pelajar dengan pemeriksa. Dapatan – Dapatan menunjukkan perubahan kualiti dalam penulisan ilmiah pelajar antara draf awal dengan draf akhir berdasarkan aspek peningkatan penskoran kendiri pelajar. Selanjutnya, data menunjukkan aspek persetujuan mempunyai kebolehpercayaan yang agak rendah, walaupun begitu masih dianggap memuaskan dengan nilai LOA yang agak sekata. Kepentingan - Kajian ini penting kepada pelajar untuk terlibat dalam proses penilaian bagi menambah kefahaman mereka tentang kriteria dan kehendak pensyarah terutama bagi kursus yang penilaiannya bersifat subjektif. ABSTRACT Purpose - This study explored changes in the quality of students’ academic writing and the consistency of scoring between students and examiners, to validate rubrics as a measurement tool for academic writing. Methodology – A pre-experimental single-group design with probability sampling was employed. Two lecturers from a Malaysian university scored academic writing samples of 122 students from two different groups using the same rubric. Intraclass correlation coefficients (ICC), limit of agreement (LOA) and standard error of measurements (SEM) were used to examine the agreement between examiners’ and students’ scores. Findings – It was found that there was a change in the quality of students’ academic writing between the initial and final draft, based on the increase in students’ self-assessment scores. The data further indicated that in terms of agreement, reliability was rather low, although still considered satisfactory, with evenly low LOA values. Importance - This study points to the importance of engaging students in the assessment process to increase their understanding of assessment criteria and expectations of lecturers, especially for courses with subjective forms of assessment.