With the rapid changing of technology, more and more English teachers are embedding social learning platform and social media into their teaching. Among various popular social media are Edmodo, Schoology, Facebook and Google Classroom which are widely used in secondary and higher education. In terms of teaching writing in the social media era, teachers usually integrate multimodal texts, projects, or compositions, especially in teaching ESP to engineering students. However, this leads to a challenge for the teachers to develop good evaluation rubrics. Studies show that when it comes to assessing multimodal texts or digital projects, English teachers tend to use existing print-based rubrics or evaluation criteria. In this case teachers should move away from an emphasis on print-based criteria. Hence, in this article, the writer explores how to encourage students to construct their own criteria for multimodal digital writing evaluation rubrics. This student-generated rubrics help them learn to evaluate the effectiveness of multimodal texts and understand how to compose good ones. The writer integrates the student-generated evaluating criteria to assess their multimodal compositions and projects they submit through Schoology. Finally this strategy is recommended for teachers who use social media, teach multimodal digital writing and seek for alternatives to develop good rubrics and grading criteria for assessment.
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