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.
References
Airasian, P. W. (2000). Assessment in the Classroom: A Concise Approach (2nd ed.). Boston: McGraw-Hill.
Airasian, P. W. (2001). Classroom Assessment: Concepts and Applications (4th ed.). Boston: McGraw-Hill.
Andrade, H. G. (2000). What do we mean by results? Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18.
Andrade, H., & Saddler, B. (2004). The writing rubric. Educational Leadership. 62(2), 48-52.
Andrade, H. L., Du, Y., & Mycek, K. (2010.). Rubric-referenced Self-assessment and Middle School Students’ Writing. Assessment in Education: Principles, Policy & Practice, 17(2), 199–214.
Airasian, P. W. (2001). Classroom Assessment: Concepts and Applications (4th ed.). Boston: McGraw-Hill.
Anh, K. H., Dong, M. H., & Trang, N. H. (2022). An investigation into English-majored students’ self-assessment of their speaking performance. International Journal of Instruction, 15(3), 191-208.
Bailey, K. M. (1998). Learning about language assessment. Cambridge: Heinle & Heinle.
Bostock, S. (2009). Student Peer Assessment. The Higher Education Academy.
Boud, D. (1995). Enhancing learning through self-assessment. London: Kogan Page.
Brookhart, S. M., & Chen, F. (2015). The Quality and Effectiveness of Descriptive Rubrics. Educational Review, 67(3), 343–368.
Bourke, R., Mentis, M., & Todd, L. (2011). Visibly learning: teachers’ assessment practices for students with high and very high needs. International Journal of Inclusive Education, 15(4), 405-419.
Brualdi, A. (1998). Implementing performance assessment in the classroom . Washington, DC: ERIC Clearinghouse on Assessment and Evaluation.
Cheng, W., & Warren, M. (2005). Peer assessment of language proficiency. Language Testing, 22(1), 93-121.
Chowdhury, F. (2019). Application of rubrics in the classroom: a vital tool for improvement in assessment. International education studies: feedback and learning, 12(1), 61-75.
Chye, D. Y., Kaur, S., Singh, J., Zainuddin, S., Norouzi, S., & Khalid, S. (2014). A Self-assessment Checklist for Undergraduate Students’ Argumentative Writing. Advances in Language and Literary Studies, 5(1), 65-80.
Cohen, L., Manion, L., & Morrison, K. (2011). Research Methods in Education (7th ed.). London: Routledge.
Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks, CA: Sage.
Fathi, J., & Youself, M. (2017). The Impact of Self-assessment and Peer-assessment in Writing on the Self-regulated Learning of Iranian EFL Students. Journal of Sociological Research, 8(2), 1-16. https://doi.org/10.5296/jsr.v8i2.11252
García-Ros, R. (2011). Analysis and validation of a rubric to assess oral presentation skills in university contexts. Electronic Journal of Research in Educational Psychology, 9(3), 1043-1062.
Hafner, J., & Hafner, P. (2003). Quantitative analysis of the rubric as an assessment tool: An empirical study of student peer-group rating . International Journal of Science, 25(12), 1509-1528.
Heidarian, N. (2016). Investigating the Effect of Using Self- Assessment on Iranian EFL Learners’ Writing. Journal of Education and Practice, 7(28), 80-89. https://files.eric.ed.gov/fulltext/EJ1118573.pdf
Kearney, S. (2013). Improving engagement: the use of ‘Authentic self-and peer-assessment for learning’ to enhance the student learning experience. Assessment & Evaluation in Higher Education, 38(7), 875-891.
Luu, T. M. V. (2022). Readiness for Online Learning: Learners’ Comfort and Self-Directed Learning Ability. International Journal of TESOL & Education, 2(1), 213-224. https://doi.org/10.54855/ijte.222113
Maghsoudi, M., & Haririan, J. (2013). The impact of brainstorming strategies Iranian EFL learners’ writing skill regarding their social class status. International Journal of Language and Linguistics, 4(1), 60–67.
Mat, Y. N., & Par, L. (2022). Employing A Self-Assessment Rubric on the EFL Students’ Writing Activities: Is it Effective? ELEJ, 1(1), 1-10 .
Mertler, C. A. (2001). Designing scoring rubrics for your classroom. Practical Assessment, Research & Evaluation, 7(25), 1-10.
Moskal, B. M. (2000). Scoring rubrics: What, when and how? Practical Assessment, Research & Evaluation, 7(3), 1-5. https://doi.org/10.7275/a5vq-7q66
Nitko, A. J. (2001). Educational assessment of students (3rd ed). NJ: Merrill.
Nsabayezu, N., Iyamuremye, Mukiza, J., Habimana, C. J., Mbonyiryivuze, A., Gakub, E., Niyonzima, N. F. (2022). Teachers’ and students’ perceptions towards the utilization of formative assessment rubric for supporting students’ learning of organic chemistry. Journal of Educational Sciences, 1(45).
Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes. Educational Research Review, 9, 129-144.
Perlman, C. (2002). An introduction to performance assessment scoring rubrics. In Boston, C. (Ed.), Understanding scoring rubrics: A guide for teachers. (pp.5-13) ERIC Clearinghouse on Assessment and Evaluation. https://files.eric.ed.gov/fulltext/ED471518.pdf
Phan, T. N. T., Ho, D. V., & Nguyen, T. H. L. (2022). Improving non-majored freshmen’ fluency in the speaking skill through interaction in the online environment via Ms-Team. International Journal of TESOL & Education, 2(1), 251-271. https://doi.org/10.54855/ijte.222116
Phan, X. T., & Phuong, Y. H. (2017). Using analytic rubrics for speaking self-assessment: EFL students' perceptions and challenges. Journal of reseach and method in education, 7(3), 34-39.
Ratminingsih, N. M., Marhaeni, A. A. I. N., & Vigayanti, L. P. D. (2018). Self-Assessment: The Effect on Students’ Independence and Writing Competence. International Journal of Instruction, 11(3), 277-290.
Saxton, E., Belanger, S., & Becker, W. (2012). The critical thinking analytic rubric (ctar): Investigating intra-rater and inter-rater reliability of a scoring mechanism for critical thinking performance assessments. Assessing Writing, 17, 251-270.
Stiggins, R. J. (2001). Student-Involved Classroom Assessment. Upper Saddle River: Prentice-Hall.
Thomas, G., Martin, D., & Pleasants, K. (2011). Using self- and peer-assessment to enhance students’ future-learning in higher education. Journal of University Teaching & Learning Practice, 8(1), 52-69. https://doi.org/10.53761/1.8.1.5
Truong, N. K., & Le, Q. T. (2022). Utilizing YouTube to Enhance English Speaking Skill: EFL Tertiary Students’ Practices and Perceptions. AsiaCALL Online Journal, 13(4), 7- 31. https://doi.org/10.54855/acoj.221342
Tsagari, D. & Vogt, K., 2017. Assessment literacy of foreign language teachers around Europe: research, challenges and future prospects. Language testing and assessment, 6(1), pp. 41-63.
Wang, W. (2016). Using rubrics in student self-assessment: Student perceptions in the English as a foreign language writing context. Assessment & Evaluation in Higher Education, 42(8), 1280-1292. https://doi.org/10.1080/02602938.2016.1261993
Williams, A., Northcote, M., Morton, J. K., & Seddon, J. (2017). Towards engaging students in curriculum transformation: What are the effective characteristics of rubrics? In R. G. Walker & S. B. Bedford (Eds.), Research and Development in Higher Education: Curriculum Transformation. Refereed papers from the 40th HERDSA Annual International Conference, 40, 423-433.
Winterscheid. (2016). Rubrics: Effectiveness of Feedback. Master Thesis, Missouri State University, The Graduate College.
Wolf, K., & Stevens, E. (2007). The role of rubrics in advancing and assessing student learning. 7(1), 3-14.
Downloads
Published
Issue
Section
License
Copyright (c) 2023 Dang Thi Nguyet, Le Thi Huong
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
