The examination and classroom use o f an EFL writing rubric

在信度和效度方面，我们检验了我们为日本大学英语教育制定的EFL写作测验。结果表明，我们在一定程度上肯定了该量表的信度，但在一些维度上效度较弱。因此，我们对量表进行了修订，以提高效度。我们还更改了标准，使其在每个维度下都有几个定义描述，并且没有预设比例。它使评分者能够根据受试者的水平自由设置分数范围。除了用于评估外，我们还将其用作课堂上的复习工具。将其作为复习工具的学生认为它在理念与发展和组织两个维度上都是有效的，而实际上他们的后文在总体评价和各个维度的评价上都有所提高。

We examined an EFL writing rubric, which we developed for Japanese college English education, in terms of reliability and validity. As a result, we confirmed its reliability to some extent, but the validity was weak in a few dimensions. Therefore, we revised the rubric to improve the validity. We also changed the rubric so that it has several defining descriptions under each dimension and no preset scales. It enabled raters to set a score range freely according to the level of subjects. In addition to the use of the rubric for evaluation, we used it as a revision tool in classroom. The students who used it as a revision tool thought it effective in two dimensions :"idea and development"and"organization,"and actually their post-essays improved in the general assessment and assessment in each dimension.