| Summary: | 碩士 === 國立臺灣師範大學 === 教育心理與輔導學系 === 97 === This study was designed to investigate the different types of feedback on written assessment given by Taiwanese junior high school teachers, as well as the quality and validity of this feedback. Current conceptualizations of how to construct rubrics and offer feedback were first reviewed, and a ‘best practice’ model for providing feedback was defined. Samples of writing test performances and feedback from teachers were collected from 13 teachers. The author and two co-analysts applied a content-analysis model to categorize the samples. Three types and thirteen kinds of feedback were revealed through this categorization process. Using the ‘best practice’ model to assess the feedback, it was found that the feedback generally met prevailing standards in terms of ‘investment’, ‘balance’, ‘variety’ and ‘tangibility’. However, it was found that feedback often appears to be lacking in ‘encouragement.’ Finally, the rubrics used by teachers were found to be highly relevant to the rubrics used in the Basic Competence Writing Test for Junior High School Students (BCTEST). Implications for pedagogy and suggestions for further research are offered.
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