چکیده:
Introduction The present study was aimed to evaluate the quality of writing in elementary school students. The statistical population in the study was male students of the upper elementary school in Tehran in the academic year 2020 to 2021, that among them 107 samples including three classes (2 classes of 35 students + 1 class of 27 students) were selected based on convenient sampling technique. To collect data a researcher-maker writing rubric was used and data central and dispersion indices were applied to analyze. Method The research design belonged to evaluative (evaluation) researche or programme. In this type of research, reearcger want to evaluate a product or concept and collect data that helps improve his/her solution. Results The results showed that the average writing score of upper elementary students, including 4th, 5th, and 6th grade, is lower than relative mastery and is limited and somewhat weak (M = 12.65). Discussion It can be concluded that students' writing is as weak as their reading and perhaps the imperfection is rooted in their reading weakness. As a suggestion, it would be better to teach writing, apart from the psychological approach toward teaching, using other approaches and paradigms such as cultural-social approach and the following theories as for example activity theory. Also, it is sugesssted that the learning environment design based on such approaches.
خلاصه ماشینی:
In another study by Salsebili (2020) the findings indicate that in terms of Persian writing skills, the progress of students from the first to the third grades is much lower than relative mastery and is at the level of limited and relatively weak mastery.
The results of the research by Burgin and Hughes (2009) titled "Valid Assessment of Abilities reading and writing of primary school students and program evaluation" indicates that scores obtained from reading lists and writing samples, with minimal changes in implementation and scoring methods, can be considered a reliable source of data for teachers, managers, and policymakers.
After listing the general objectives of the Persian language teaching curriculum in the primary school period, the Persian curriculum objectives for the writing skill - included in the teacher's instructional guide book - were also listed by grade to ensure 1- Ideas 2- Paragraphs 3- Organization 4- Punctuation 5- Spelling 6- Grammar 7- Voice (word choice) 8- Sentences (Sentence Structure) 9- Voice the comprehensiveness and non-redundancy of the rubric.
Andrade, et al, in a study titled "Investigating Rubrics: The Effect of a Rubric-Based Assessment Model on the Writing of Primary School Students," used a rubric that includes the components of topic, paragraphing, organization, writing rules (punctuation, spelling, grammar), word choice, sentence structure, and voice.
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