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Scaffolding Rubrics to Improve Student Writing: Preliminary Results of Using Rubrics in a Sociology Program to Enhance Learning and Mechanical Writing Skills

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  • Linda Carson

    (Criminology and Sociology, Department of Government, Criminology, and Sociology, Lander University, Greenwood, SC 29649, USA)

  • Daniel Kavish

    (Criminal Justice, Department of Social Sciences, Southwestern Oklahoma State University, Weatherford, OK 73096, USA)

Abstract

In the era of accreditation, academic accountability and transparency within curriculum is becoming a desired standard within and across disciplines. Through the use of course learning outcomes, program outcomes can be strengthened. Scaffolding within curricula can benefit both accountability and assessment goals. Through the use of Bloom’s cognitive taxonomy, scaffolding within the course can be used to aid in the accomplishment of the course learning outcomes. Scaffolding within the course curriculum can move students through Bloom’s cognitive taxonomy levels toward the mastery of specific skills. Writing is a major area of assessment as an indication of learning across disciplines. Scaffolding rubrics were used within sociology courses to specifically address both student learning and mechanical writing skills. Preliminary results of using rubrics to enhance student learning and scaffolding in eight courses (one 100-level, one 200-level, two 300-level, and four 400-level sociology courses) will be presented.

Suggested Citation

  • Linda Carson & Daniel Kavish, 2018. "Scaffolding Rubrics to Improve Student Writing: Preliminary Results of Using Rubrics in a Sociology Program to Enhance Learning and Mechanical Writing Skills," Societies, MDPI, vol. 8(2), pages 1-9, May.
    • Handle: RePEc:gam:jsoctx:v:8:y:2018:i:2:p:34-:d:149170
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    References listed on IDEAS

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    1. Veronica Boix Mansilla & Elizabeth Dawes Duraisingh & Christopher R. Wolfe & Carolyn Haynes, 2009. "Targeted Assessment Rubric: An Empirically Grounded Rubric for Interdisciplinary Writing," The Journal of Higher Education, Taylor & Francis Journals, vol. 80(3), pages 334-353, May.
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    Cited by:

    1. Sandro Serpa & Carlos Miguel Ferreira, 2018. "Training Models and Practices in Sociology," Societies, MDPI, vol. 8(3), pages 1-3, July.

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