Students’ Perceptions on Using Rubrics as a Peer and Self-Assessment Tool in EFL Speaking Courses
DOI:
https://doi.org/10.54855/ijte.23337Keywords:
Self-ssessment; peer assessment, rubrics, speaking performanceAbstract
This study explores how rubrics can be used as a tool for students to self-assess and peer-assess their speaking performance in English as a Foreign Language (EFL) classes by examining the perceptions of freshmen English language teaching majors (N=96). Data was collected using a survey questionnaire consisting of 38 questions organized into six clusters, covering the quality of rubrics, their usefulness in assignment preparation, peer and self-assessment, language learning, quality of feedback, and challenges in utilizing them. After completing a listening and speaking module that included practice in using rubrics for peer and self-evaluation of speaking performances, students were asked to rate their perceptions on a five-point Likert scale, ranging from "totally disagree" to "totally agree". Consistent with previous research in the same area, the findings suggest that students perceive rubrics to be of high quality and useful. However, the study also highlights the challenges that students face while using rubrics for peer and self-assessment, which is in contrast to the conclusions drawn by some other researchers.
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