Knowledge of Language in Rubric Design: A Systemic Functional Linguistics Perspective

Chahna Gonsalves

doi:https://doi.org/10.4018/978-1-6684-6086-3.ch011

Knowledge of Language in Rubric Design: A Systemic Functional Linguistics Perspective

Chahna Gonsalves

Marketing : King's Business School

Research output: Chapter in Book/Report/Conference proceeding › Chapter › peer-review

1 Citation (Scopus)

64 Downloads (Pure)

Abstract

Rubrics have become popular tools for assessment and instruction in higher education. However, language choice and rubric efficacy is a topic that has been largely overlooked in the literature and teacher professional development. Composing an effective rubric—particularly for instructional and formative contexts—is a complex task that requires teachers to think about the implications of their linguistic choices for students’ awareness of what and how they learn. In this chapter, the author offers a review of current research and guidance on effective rubric language. Second, this chapter uses the theory of systemic functional linguistics (SFL) to explain how SFL-informed training in rubric design can foreground language considerations to enhance teachers’ capacities in effective rubric design. Overall, this chapter demonstrates that developing teachers’ knowledge about language and in turn their academic and assessment literacy, is key to developing both types of literacy in students.

Original language	English
Title of host publication	Improving Learning Through Assessment Rubrics
Subtitle of host publication	Student Awareness of What and How They Learn
Publisher	IGI Global
Pages	190-211
Number of pages	22
ISBN (Electronic)	9781668460870
ISBN (Print)	9781668460900
DOIs	https://doi.org/10.4018/978-1-6684-6086-3.ch011
Publication status	Published - 31 Aug 2023

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Knowledge of Language in Rubric Design: A Systemic Functional Linguistics Perspective

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