“FIVE COLOURED PENCILS” TECHNIQUE AS A SELF- AND PEER-ASSESSMENT TOOL
Abstract
Instructional rubric plays an essential role in the learning process of writing as it might be used not only for the marking process by teachers but also by students in developing writing skills in the classroom. As some university students tend to experience challenges when starting to write and feel anxious about the writing tasks, they usually come unprepared for the feedback sessions. This paper reports on the results of a study that aimed to explore first-year university students’ use of rubrics to self-assess and peer-assess their writing with the help of the Five Coloured Pencils technique. The students at Westminster International University in Tashkent (WIUT) self-assessed and peer-assessed a reflection essay in the classroom. Two groups, one control (n=23) and one treatment (n=23) group, were involved in checking the effectiveness of the coloured technique used in formative assessment sessions. The control group had the conventional approach during the university's feedback sessions. The treatment group has been taught how to self- and peer-assess their work using the instructional rubrics and the Five Coloured Pencils technique to promote their understanding of the instructional rubric. This paper will describe the Five Coloured Pencils technique, the pilot test results on the quality of the essays, and students' satisfaction with the technique. The recommendations for using the Five Coloured Pencils technique for self- and peer-assessment in EFL classes will be presented at the end of the report.
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