Abstract:

This study arises from the need to identify the status of writing skills among university Information Technology internship students after having at least six courses with mini projects in them. Each mini project expects the students to submit a report, either as an individual or as a group. This study is expected to answer the following research questions: (1) What is the standard of writing skills among students who have completed the 200 hours of the internship? (2) Does the presence of Pass/Fail grade in internship impact the development of skills among students? (3) Do the changes in the assessment rubrics enhance writing skills among students? Internship reports of two consecutive years (2018-2019) were selected for this study. There were 133 students in 2018 and 94 students in 2019 enrolled in the internship program for the respective years. The main difference between the two groups of students is: the first group was not provided with the rubric during the internship, while the second group was provided with the rubric in advance. Reports were evaluated by instructors individually to see the performance of the groups in different aspects: abstract, body, figures/tables, conclusion, references, and formatting. Results revealed there is a substantial increase in the average internship report score of the students who have been provided with the rubric during the internship.

Keywords:

Higher Education, Face to Face education, online education, blackboard, strategy