Printed Instructions in Students’ Materials: A Study of Graduate Students

Abstract

Teachers’ verbal treatment of rubrics generally indicate that teachers override the rubric in a number of ways of students’ preferred rubric access strategies revealed that reading the rubric themselves is a utilized strategy ranked after teacher paraphrase and teacher-generated examples. According to the author's past and current studies on rubrics, there is no guarantee that rubrics will be used or required in the way they were intended. Research focusing on materials writers and publishers suggests that the target audience of the rubric is neither clear nor universal, and that, sans rubrics, teachers can be quite innovative in their task interpretations. As part of an on-going examination of various aspects of textbook rubrics, the following study will examine the need for rubrics in student materials of graduate students. It further clarifies the definition and idea of teaching in the context of pedagogy. Finally, this study discusses about introduction, instrumentations, data collection procedures, discussions and conclusion.