Development and Validation of a Rubric for Intermediate-Advanced Chinese as a Second Language Writing

Abstract

This study develops an analytic rubric for intermediate and advanced learners of Chinese as a second language (CSL), drawing on multiple guidelines and evaluation standards. Expert reviews and empirical scoring confirmed the rubric’s reliability and validity. Covering key dimensions such as vocabulary, grammar, organization, and content, the rubric effectively differentiates learner proficiency levels and improves inter-rater consistency across both teacher and student raters. Though more complex than holistic scoring methods, the analytic rubric provides enhanced diagnostic insights and multi-dimensional feedback, offering valuable guidance for the assessment and improvement of intermediate- to advanced-level CSL writing instruction.