The majority of all states utilize rubrics as indispensable facets for measuring students' writing achievements for standardized tests. The problem is that rubrics are not used consistently in writing classrooms in Career Colleges. The purpose of this study was to look at N =62 ultra-nontraditional (students who have the same characteristics as nontraditional but who may be on welfare, have physical impairments, and who may not speak English as a primary language) and nontraditional Career College students and their perceptions of Rubrics Orientation. This quantitative research used descriptive and inferential statistics to address seven research questions regarding Career College students' perceptions of Rubrics Orientation. Students perceived critical thinking and correctness to be the two most important criteria of the analytic writing rubric. The students perceived that receiving a student "model" paper was a positive experience and receiving a "model" paper helped them with the completion of their own research-based essay. There was sufficient evidence that more than 50% of the students perceived that they wrote for conformity. This study revealed that there was not sufficient evidence that a rubric or a student "model" paper created a writer's block for the students, nor was there sufficient evidence that there is a difference between female and male research-based essay scores (p=.289>.05). There was sufficient evidence, however, that there was a significant difference among the three instructors' students' average time spent in class ( p=.046<.05). Students who stayed in class longer received a higher final grade for the course. In changing times of student-centered learning, Career College educators may need to re-evaluate the rubric as a necessary metric in the classroom.
|Adviser||Larry W. Lewis|
|Subjects||Language arts; Educational leadership; Rhetoric; Higher education|
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