Examining the Dependability and Practicality of Analytic Rubric of Summary Writing Using Multivariate Generalizability Theory: Focusing on Japanese University Students with Lower-Intermediate Proficiency in English

English teachers, especially those who teach summary writing to students with relatively lower proficiency in face difficulty teaching and while assessing their students’ performances. In the classroom context, an analytic rubric is pedagogically more helpful than a holistic because teacher can confirm strengths weaknesses of performance receive constructive feedback (Yamanishi et al., 2019). This study examined practicality which consisted four rating scales, including language use, by investigating seven in-service teachers’ honest assessment 160 summaries Japanese private university are inexperienced have lower-intermediate English. Furthermore, this dependability using multivariate generalizability theory (Brennan, 2001). The results showed that use judging summaries, copied, lesser or greater extent, from source text was difficult diverse linguistic errors paraphrasing lacking. Therefore, it necessary define gravity copying detail develop suits assess written learners level