459 Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol.7, No.

2, August, 2023

Assessment Rubric Design for Students’ English

Problem-Solution Short Essay Writing
Ni Made Ayu Widiastuti1, Ketut Santi Indriani2
Udayana University, Indonesia1,2
Email: [email protected]

Submitted: 19/08/2021 Revised: 17/02/2022 Accepted: 27/06/2023

E-ISSN : 2579-4574 P-ISSN : 2549-7359

Abstract. This paper is aimed at describing the parts (paragraphing and contents) of
problem-solution short essay necessary for the assessment and analyzing the approach
used in designing the rubric. The data are taken from the sample of problem-solution short
essay which belongs to the argumentative writing. The data were collected by using the
documentation method and was analyzed qualitatively. The results show that there are two
main parts in the analytical assessment rubric for the problem and solution short essay
namely contents and grammar with the percentage values 60% and 40% respectively. The
assessments of contents cover the suitable Title of the essay, Paragraphing, and Task
response. Each of them has scoring scales. Meanwhile, grammar assessments that contains
omission, addition, selection, ordering, plus the use of capital/small letters are measured by
counting the numbers of errors. In order to get the total score of the essay, the excel
sheets with certain formula are made. The top-down approach is appropriate in designing
the analytical rubric for this type of short essay. It comprises of four steps, they are 1)
choosing a framework for the intended assessment, 2) determining the criteria of the
assessment, 3) adapting an existing rubric and designing the rubric for the specific learning
purposes, and 4) use the rubric. The last step requires further observation and evaluation to
test the effectiveness of the rubric that has been designed.

Keywords: Assessment Rubric, Writing, Problem-Solution, Short Essay, Parts of Essay

https://ojs.unm.ac.id/eralingua

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0

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 Assessment Rubric Design – Ni Made Ayu Widiastuti & Ketut Santi Indriani (459-472) 460

INTRODUCTION
Writing has been the most difficult productive skill for most English
language learners, especially for students who learn English as a second language,
as they need to meet certain criteria of assessment, such as to respond the task
correctly, put paragraphs in a good order, and write good thesis statement and
topic sentences with correct sentence structures and grammar. In order to enhance
students’ writing performance, using an assessment rubric for the specific area with
various important elements can be useful for teachers to show evaluation to
students (Obeid, 2017:175), so that student may realize their problems in writing,
that they can avoid making the same mistakes by learning and practicing more.
An assessment rubric is a scoring tool that is useful for teachers to evaluate
student’s performance based on definite criteria and description in order to achieve
certain outcomes (Muhammad, et.al., 2018:1418). It is important to show the
objectivity and transparency in scoring the student’s performance and avoid the
subjectivity. Jung (2016, 1) states that conducting assessment helps students
develop their English writing skill and to monitor their writing. It is also necessary
for students to measure their own ability and preclude them having the same
mistakes or errors from the contents, style up to form of writing (Sumarti and
Widodo, 2020:217; Thresia, 2013:137-138), as well as the rhetorical and linguistic
problems (Wei, 2017:2).
Chowdhury (2018: 64) states that there are four benefits of using
assessment rubrics. The first one is it notifies students of expectations, in which
teachers inform students how to respond the task and identify the criteria to be
assessed. The second one is to provide informative and timely feedback that
teachers can give feedback by highlighting the strengths and weaknesses for
students’ improvement. Yumin, et.al. (2019, 106) said that in order to identify the
strengths and weaknesses of language use in students’ writing, a diagnostic
language assessment can be designed. The third one is to help maintaining grading
consistency, which means that rubric can be used as a standard scoring tool to
reduce grading inconsistencies, save time and avoid writing long comments on each
assignment. The last one is that fair assessment fosters student learning, it can help
students determine their learning targets and identify their improvement. Nkhoma
(2020:239) also said that scoring rubrics are beneficial for students in learning and
achieving better results, besides that they know how teachers and educators make
accurate assessment about their performances. Hence, the uses of assessment
rubrics are very useful both for teachers and students.
Assessment rubrics can be divided into two types, analytic and holistic.
Chowdhury (2018:62-63) further distinguishes between the two types of rubrics.
The criteria in an analytic rubric are evaluated separately, while in a holistic rubric,
they are evaluated simultaneously that result in a single overall score that do not
provide clear information about where or how improvements can be achieved.
Therefore, an analytic rubric is highly recommended for more effective
assessments. It is true that teachers need more time to apply an analytic rubric in
assessment, but the results are worth it.
461 Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol.7, No.2, August, 2023

Each subject is supposed to have its own assessment rubric, or in other

words, one assessment rubric is only designed for one subject, it sometimes cannot
be applied for all subjects. The application of the assessment methods and activities
is usually encouraged based on the curriculum (Tesfay, 2017:488).
This paper is the part of the research in Psychology Department, Faculty of
Medicine, Udayana University in 2020. The first-semester students in every
Department at Udayana University have to take the English as an obligatory course.
English for specific purposes are given to students to meet their leaning needs. In
this Department, besides writing practice, students also learn reading, listening, and
speaking skills related to psychology topics of discussion. Writing has been the most
difficult one because so far students do not get clear understanding on what
contents should be written in every paragraph, besides, the assessment is quite
subjective, and students are difficult to measure their ability as well as do not have
clear explanation on the results of their writing. The assessment rubric of writing for
students’ essay has not been prepared, hence it is necessary to be designed.
This study designs the assessment rubric for writing a problem-solution
short essay. Students at the Psychology Department usually deals with subjects of
giving solutions to problems that exist within the community. English course given
to the students in this Department contains writing a problem-solution short essay
among others. The analytic assessment rubric for an intensive/controlled short
essay writing task (Brown, 2003:225) is designed for giving a clear and objective
assessment. Therefore, this study is conducted in order to design the short essay
writing analytical rubric in detail. It aims at describing the parts (paragraphing and
contents) of problem-solution short essay necessary for the assessment and
analyzing the approach used in designing the rubric.
RESEARCH METHOD
The data in this study was taken from the sample of short essay writing as
the parameter for students to practice writing problem-solution essays. The sample
essay was retrieved from https://writing9.com/text/5d2175ffa0d8370017b5e059.
This type of essay which belongs to the argumentative writing (Bailey,2011:145) was
chosen in order to give an example to students in the Psychology Department,
Medical Faculty, Udayana University regarding how to write a short essay in English.
In academic writing, an argument is an important element to state the writer’s
opinion or a claim that can be acceptable (Ananda, et.al., 2018:2). Argumentative
writing is an essential task given to students in the Psychology Department that is in
line with one of the expected learning outcomes of the course as psychologists,
besides that the problem-solution type of the argumentative writing is related to
the area of study in this Department in which it often deals with how to solve
problems in society.
The data were collected by using the documentation method. Dahlberg et
al. (in Alnervik, 2018:73) state that documentation in pedagogy is a transformative
force that the documentation material can make the educational content and the
meaning-making processes become visible. The data source chosen was
documented by identifying their parts in designing the scoring rubric in order to
 Assessment Rubric Design – Ni Made Ayu Widiastuti & Ketut Santi Indriani (459-472) 462

make the assessment of the criteria understandable and clearer. Moreover, it is as

the input to describe the general approach used for the rubric design.
The collected data was analyzed qualitatively (Creswell, 2009). The
assessment rubric is described in accordance with the analytical rubric type
(Brookhart, 2013:6). Each paragraph is marked by giving number of the paragraph
and number of each content, and then each content is added with the information
necessary for the writing. In order to analyze the approach applied in the
assessment rubric designed, the top-down approach (Nitko & Brookhart, 2011 in
Brookhart, 2013:29) is considered as the more related one than the bottom-up.
RESULT AND DISCUSSION
The assessment rubric for a short essay writing is the analytic rubric in
which each criterion is separately evaluated (Brookhart, 2013:7). This rubric can be
used by any teachers who ask students to write a short problem-solution essay, or
can be adapted for the other type of argumentative short essay. It certainly gives
diagnostic information to teachers as well as formative feedback for students
(Brookhart, 2013:7). This section describes 1) Parts of the Essay consisting the
contents of information should be written as the guidance, 2) the Assessment or
Scoring Rubric specifically designed for the problem and solution short essay, and 3)
analyses the Approach in Designing the Rubric.
Parts of the Essay
Butler (2014:45-54) suggests scoring rubrics for short essay writing should
be based on the assessment of contents of each paragraph, which include the task
response, clear thesis statement, topic sentences, supporting sentences,
examples/facts, and conclusion. Students must response the task correctly to show
that they have comprehend what issue should be discussed in the essay. A clear
thesis statement is usually mentioned in the introductory paragraph. A topic
sentence is written in each body paragraph with supporting sentences and
examples or facts, and lastly is the writing of a concluding paragraph.
The essay sample below enables teachers to identify the parts to be
evaluated and helps students to understand what contents should be written. The
problem-solution short essay sample is divided into 4 paragraphs consisting of one
introductory paragraph, two body paragraphs, and one concluding paragraph. This
essay sample is of course written based on the instruction. The instruction sample
and the short essay sample are given below.
Instruction sample for short essay writing
“More and more people in developing countries are purchasing cars for the first
time.
What problem does this cause? What do you think is the possible solution?”
(https://writing9.com/text/5d2175ffa0d8370017b5e059)
This kind of instruction consists of a statement “More and more people in developing
countries are purchasing cars for the first time.” and two questions: 1) “What
problem does this cause?”, and 2) “What do you think is the possible solution”. In
order to respond the task, students need to answer both questions.
463 Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol.7, No.2, August, 2023

Essay sample
“An increasing number of people in developing nations are buying
motorcars for the first time. The primary problem of this phenomenon is
increased air pollution caused by exhaust fumes and the most viable solution
is to educate their citizens about the dangers of polluting the atmosphere
The most obvious problem associated with an increase in car
ownership in emerging markets is the deterioration of the quality of the air.
That is to say that as more people buy private vehicles they use fewer non-
polluting modes of transportation, such as bikes and walking, and instead
burn fossil fuels in order to power their vehicles. For example, it is estimated
that 5 million new motorists will take to the roads in China in the next few
years. This results in millions of tonnes of carbon monoxide and carbon
dioxide being released into the air.
A long term solution to this predicament is to educate young people
about the dangers of polluting the air that we breathe. Children in schools
could be taught about how to reduce their CO2 footprint by using public
transport or carpooling. They are also likely to teach their parents about the
things they learned at school and adults will also be influenced by this
initiative. For example, school children in California were taught about the
consequences of driving cars excessively and this has resulted in nearly 50% of
people now sharing rides together instead of driving solo.
In conclusion, many more people in poorer countries are now driving
their own cars resulting in huge amounts of greenhouse gases being expelled
into the atmosphere and the best way to curb this dilemma is to teach the
public how to use their cars more responsibly.”
285 words
(https://writing9.com/text/5d2175ffa0d8370017b5e059)
The sample essay given is considered as the clear answer and easy to
understand by students. Here is the breakdown of each paragraph with its parts.
a. Introductory paragraph
Paragraph 1/part 1 (1/1) paraphrase of the statement of the question
“An increasing number of people in developing nations are buying motorcars
for the first time.”
Paragraph 1/part 2 (1/2) a thesis statement: stating the problem occurs and its cause,
also solution
“The primary problem of this phenomenon is increased air pollution caused by
exhaust fumes and the most viable solution is to educate their citizens about
the dangers of polluting the atmosphere.”
 Assessment Rubric Design – Ni Made Ayu Widiastuti & Ketut Santi Indriani (459-472) 464

b. Body paragraph 1
(2/1) The topic sentence stating the problem
“The most obvious problem associated with an increase in car ownership in
emerging markets is the deterioration of the quality of the air.”
(2/2) A supporting sentence for the problem
“That is to say that as more people buy private vehicles they use fewer non-
polluting modes of transportation, such as bikes and walking, and instead
burn fossil fuels in order to power their vehicles.”
(2/3) An example related to the topic sentence and the supporting sentence
“For example, it is estimated that 5 million new motorists will take to the
roads in China in the next few years.”
(2/4) Result of the problem
“This results in millions of tonnes of carbon monoxide and carbon dioxide
being released into the air.”
c. Body paragraph 2
(3/1) A topic sentence for the solution
“A long term solution to this predicament is to educate young people about
the dangers of polluting the air that we breathe.”
(3/2) Supporting sentences for the solution
“Children in schools could be taught about how to reduce their CO2 footprint
by using public transport or carpooling. They are also likely to teach their
parents about the things they learned at school and adults will also be
influenced by this initiative.”
(3/3) An example related to the solution
“For example, school children in California were taught about the
consequences of driving cars excessively and this has resulted in nearly 50% of
people now sharing rides together instead of driving solo.”
d. Concluding paragraph
(4/1) Paraphrase of the statement of question (re-affirmation) and result of the
problem
“In conclusion, many more people in poorer countries are now driving their
own cars resulting in huge amounts of greenhouse gases being expelled into
the atmosphere.”
(4/2) Paraphrase of solution as conclusion
“And the best way to curb this dilemma is to teach the public how to use their
cars more responsibly.”
465 Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol.7, No.2, August, 2023

Assessment Rubric for Problem-solution Short Essay

The assessment rubric is based on eight criteria shown on the following
table, those are contents and grammar. After the correction given the weight of
total score of contents is 60% and the total score of grammar is 40%.
Table 1 Assessment Rubric for Problem-Solution Short Essay
Criteria %
CONTENTS
1 Title
2 Paragraphing 60
3 TR (Task Response)
GRAMMAR
4 Omission
5 Addition
6 Selection 40
7 Ordering
8 Capital/small letter
TOTAL 100

The explanation of the criteria is as the following.

a. Criterion 1 Title
The score range for this criterion is 0-10 based on the description below.
Table 2 Description of Scoring Essay’s Title
score description
0 no title
1 absolutely not related to the essay
2 hard to understand
3 not really related to the contents of essay and complicated structure
4 not really related to the contents of essay
5 has little relation to the essay with complicated structure
6 related to the contents of the essay, but is quite complicated to
understand
7 related to the contents of the essay, but has incorrect selection of terms
8 related to the contents of the essay, but has 2-3 mistakes on grammar
9 related to the contents of the essay, but has only one mistake on
grammar
10 totally related to the contents of the essay
 Assessment Rubric Design – Ni Made Ayu Widiastuti & Ketut Santi Indriani (459-472) 466

b. Criterion 2 Paragraphing
There are 11 parts that should be met by students in the short essay writing
as shown in the sample answer of the essay. Here are the descriptions of the score.
Table 3 Description of Scoring Essay’s Paragraphing
score description
1 has the introductory paragraph with general statement (1/1: paraphrase of
the statement of the question)
1 has a good the thesis statement in the introductory paragraph (1/2:
problem and solution)
1 has a good topic sentence/main idea stating the problem in the body
paragraph 1 (2/1)
1 has a good supporting sentence(s) for the problem in the body paragraph
1 (2/2)
1 has a good example related to the problem in the body paragraph 1 (2/3)
1 has a good result of the problem in body paragraph 1 (2/4)
1 has a good topic sentence/main idea in the body paragraph 2 (3/1: stating
the solution to the problem)
1 has a supporting sentence(s) in the body paragraph 2 (3/2)
1 has a good example in the body paragraph 2 (3/3)
1 has the concluding sentence(s) with the paraphrase(s) of the general and
thesis statements (4/1)
1 has the paraphrase of the solution as the conclusion (4/2)

c. Criterion 3 Task Response

The maximum score for this criterion is 9, and below is the description. The
descriptions are elaborated from the IELTS writing descriptors.
Table 4 Description of Scoring Essay’s Task Response
score description
1 answer is completely unrelated to the task
2 barely responds to the task, does not express a position, may attempt to
present one or two ideas but there is no development
3 does not adequately address any part of the task, does not express a clear
position, presents few ideas, which are largely undeveloped or irrelevant
4 responds to the task only in a minimal way or the answer is tangential; the
format may be inappropriate, presents a position but this is unclear,
presents some main ideas but these are difficult to identify and may be
repetitive, irrelevant or not well supported
467 Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol.7, No.2, August, 2023

5 addresses the task only partially; the format may be inappropriate in

places expresses a position but the development is not always clear and
there may be no conclusions drawn presents some main ideas but these
are limited and not sufficiently developed; there may be irrelevant detail
6 addresses all parts of the task although some parts may be more fully
covered than others presents a relevant position although the conclusions
may become unclear or repetitive, presents relevant main ideas but some
may be inadequately developed/unclear
7 addresses all parts of the task, presents a clear position throughout the
response presents, extends and supports main ideas, but there may be a
tendency to overgeneralize and/or supporting ideas may lack focus
8 sufficiently addresses all parts of the task, presents a well-developed
response to the question with relevant, extended and supported ideas
9 fully addresses all parts of the task, presents a fully developed position in
answer to the question with relevant, fully extended and well supported
ideas
The next four criteria (criteria 4-7) are related to grammatical errors. The
classification of errors and their examples are taken from Erdogan (2005) in Al-
khresheh (2016).
d. Criterion 4 Omission
This criterion deals with the grammatical error containing morphological
ommision (e.g. *”A strange thing happen to me yesterday”, -ed is missing) and
syntactical ommision (e.g. *”Must say also the names?”, the subject should be
added).
e. Criterion 5 Addition
In this criterion, there is incorrect additional part/word. There are three
kinds of incorrect addition, morphological addition (e.g. *”The books is here.”,
‘book’ is not plural), syntactical addition (e.g. *”The London”, ‘the’ is not preceded
name of country), and lexical addition (e.g. *”I stayed there during five years ago.”,
‘during’ is not added a sentence with simple past tense, because there already
exists the past adverb of time ‘five years ago’.)
f. Criterion 6 Selection
This criterion contains error of selection in morphology (e.g. *”My friend is
oldest than me.”, should be ‘older’), and error of selection in syntax (e.g. *”I want
that he comes here.”, the structure should be “I want him to come here.”).
g. Criterion 7 Ordering
This type of errors is divided into three, namely error of ordering in
pronunciation (e.g. *'fignisicant for ‘significant’; *prulal for ‘plural’'), in morphology
(e.g. *'get upping for ‘getting up’' ), in syntax (e.g. *'He is a dear to me friend.' ), and
in lexicon (e.g. *'key car for ‘car key’')
 Assessment Rubric Design – Ni Made Ayu Widiastuti & Ketut Santi Indriani (459-472) 468

h. Criterion 8 Capital/Small Letter

This criterion is added due to the errors in using capital/small letters are still
found in students’ essay writing practice.
After teachers give correction to the students’ essay, they can put the
number on a table like this (it is easier if teachers use Excel).
Table 5 Teacher’s Notes on the Results of Students’ Essay Writing
Name 1 2 3 Total 4 5 6 7 8 Total Score
T P TS X Om Add Sel Ord C/S Y (X+Y)
Student 1
Student 2
etc.
Notes (Abbreviation):
T: Title
P: Paragraphing
TS: Task Response
Om: Ommision
Add: Addition
Sel: Selection
Ord: Ordering
C/S: Capital/Small Letter
When an essay has been checked, the scoring formula is as the following.
To get the total score for contents (X), the score for criteria 1-3 are summed up, then
it is divided into 3 to get the mean, then times it with 60%.

In order to get the total score of the grammar (Y), the total number of
words written by student in his/her essay subtracts the total number of error in
criteria 4-8, then the result is divided with the total number of word again, times it
with 10, and finally times it with 40%.

The final score is:

469 Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol.7, No.2, August, 2023

This is the scoring sample of an essay.

Table 6 Example of Content Scoring
Criteria Score
CONTENTS
1 Title 7
2 Paragraphing 8
3 TR (Task Response) 7
TOTAL 22

Total score for Contents is:

X = 4.4
Table 7. Example of Grammar Scoring
Criteria Number of error
GRAMMAR
4 Error: Omission 4
5 Error: Addition 8
6 Error: Selection 6
7 Error: Ordering 5
8 Error: Capital/small letter 15
TOTAL 38

Y = 3.5
 Assessment Rubric Design – Ni Made Ayu Widiastuti & Ketut Santi Indriani (459-472) 470

The Top-down Approach in Designing a Short Essay Rubric

Nitko and Brookhart (2011) in Brookhart (2013:29) suggest two approaches
in designing rubrics based on specific purposes. The top-down approach is suitable
for tasks involving new introduced concepts and skills that are shared to students
along with rubrics, samples of tasks using the criteria and levels provided. The use
of this approach will enable students develop their conceptions of quality work. On
the other hand, a bottom-up approach is set for general learning outcomes in which
students are already somewhat familiar with the tasks. The rubric designed for the
short problem and solution type of essay uses the top-down approach where
students who learn English as the foreign language and the study ESP have not
been familiar with the essay assessment. In order to develop their writing, they are
introduced with the comprehension of parts of the essay and level of score
necessary for assessing the essay contents.
The top-down approach applied for this rubric starts with choosing a
framework adapting from sample of a task and a sample answer. The task contains
a statement “More and more people in developing countries are purchasing cars for
the first time” and questions “What problem does this cause? What do you think is
the possible solution?” that students identify and understand in order to know what
to write especially in the first paragraph where that have to paraphrase the
statement and write a thesis statement by stating two important points, they are
the problems resulted from the existing issue and the possible and reliable solutions
to overcome problems. The first paragraph of the essay is the most important part
because if students misinterpret the statement and fail to write the thesis
statement, they tend to respond the task incorrectly. The rest paragraphs probably
have inappropriate contents.
The second step of the top-down approach is determining the criteria of
the assessment with their scores. Since this is the analytical rubric, one scale is given
for each criterion and organized systematically. There are eight criteria that are
categorized in two main parts namely contents and grammar (this include one
additional category namely the use of capital and small letters). The first main part
has a higher percentage of score than grammar since it requires knowledge in
responding the task. Grammar is another crucial part that has to be scored because
students sometimes are influenced by their first language’s sentence structure in
writing (Irmalia, 2016; Budiharto, 2019). Contents and grammar of the essay are
scored in different ways. Scale is given for contents scoring, meanwhile numbers of
errors are counted for identifying the incorrect grammatical use. The excel sheets
are made for having the overall score of students’ performances in writing a short
essay (click this link to see the assessment sheet). The assessment criteria and
rubrics can be shown to students in order to help them realize what to be assessed
and necessary to be improved.
The assessment rubric for this particular type of essay is partly the
adaptation from the IELTS writing descriptor, in which it usually uses to assess short
essays of different types for IETLS writing test Task 2 (Lougheed, 2016). The
adaption is the third step in the top-down approach that focuses on parts of essay,
criteria of the essay, scales given to the contents as well as the grammatical errors.
The last step of the top-down approach is to use the rubric for assessing students’
471 Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol.7, No.2, August, 2023

work. The analytical rubric is considered more complicated than the holistic rubric,
however, it enables teachers to give objective assessment to students’ work and
can show the evaluative feedback to students so that they can improve their
performances.
CONCLUSION
The results show that the analytical assessment rubric for the problem and
solution short essay is divided into two main parts namely contents and grammar
with the percentage values 60% and 40% respectively. The assessments of contents
cover the suitable Title of the essay, Paragraphing, and Task response. Each of them
has scoring scales. Meanwhile, grammar assessments that contains omission,
addition, selection, ordering, plus the use of capital/small letters are measured by
counting the numbers of errors. In order to get the total score of the essay, the excel sheets
have been prepared. In designing the analytical rubric for this type of short essay, the top-
down approach is applied. It has for steps, they are 1) choosing a framework for the intended
assessment, 2) determining the criteria of the assessment, 3) adapting an existing
rubric and designing the rubric for the specific learning purposes, and 4) use the
rubric. The last step requires further observation and evaluation to test the
effectiveness of the rubric that has been designed.
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