Factors Involved in the Assessment of Spanish Second Language Writing in Secondary School Students

Abstract

The present study wanted to discover, and review the effects of the use of a rubric in the process of self-evaluation and feedback. Also, for the improvement of the writing skills in adolescent students of Spanish as a Second Language, in levels A1 and A2 in high school. This article presents the development of the second research question, and hypothesis of the original study, which dealt with factors, and variables that intervene or are involved in the evaluation of student’s writing ability, during self-evaluation, and the evaluations performed by the teacher. It was determined that the level of SSL learning, and assessment groups (peer and teacher) were not the only influencing variables when evaluating a sequence of written and edited compositions, that were given as treatment during this research.