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THE ROLE OF RUBRICS AND CHECKLISTS IN VALIDATION OF
SPEAKING SKILL
Kalmuratova I.M.
Nukus, Uzbekistan
Trainee-teacher, English Language and Literature Department
Berdakh Karakalpak State University
Abstract.
Rubrics and checklists are essential tools in the validation of speaking skills as
they provide a standardized and objective way to assess and evaluate a person’s ability
to communicate effectively in a spoken language. Rubrics are scoring guides that outline
the criteria and levels of performance for a particular task or skill, while checklists are
simple lists of specific skills or tasks that need to be demonstrated during a speaking
assessment. According to the result of the research, rubrics and checklists are valuable
tools in the validation of speaking skills as they provide a systematic and consistent way
to assess and evaluate a person’s ability to communicate effectively in a spoken
language.
Keywords:
Rubrics, checklists, validation, speaking skills, standardized, objective,
assess, evaluate, criteria, levels of performance, consistency, fairness, expectations,
transparent, reliable, targeted feedback, improvement, assessment methods, interviews,
presentations, role-plays, structured framework, language proficiency.
With alternative assessment, students are expected to participate actively in
evaluating themselves and one another. Learners who are used to traditional teacher-
centered classrooms have not been expected to take responsibility for assessment before
and may need time to adjust to this new role. They also may be skeptical that peers can
provide them with feedback that will enhance their learning. Instructors need to prepare
students for the use of alternative assessments and allow time to teach them how to use
them, so that alternative assessment will make an effective contribution to the learning
process [3, 333-349].
Effective alternative assessment relies on observations that are recorded using
checklists and rubrics. Rubrics and checklists play an important role in the validation of
speaking skills. They provide a standardized and objective way to assess and evaluate a
person’s ability to communicate effectively in a spoken language [5].
Rubrics are scoring guides that outline the criteria and levels of performance for a
particular task or skill. They typically include categories such as pronunciation, fluency,
vocabulary, grammar, and coherence. Each category is further divided into specific
descriptors or indicators of performance at different levels, ranging from beginner to
advanced. Rubrics are important in the validation of speaking skills because they provide
a clear and standardized set of criteria for assessing and evaluating performance. They
outline the expected levels of performance for a particular speaking task, ensuring that
both the assessor and the learner have clear expectations.
Rubrics also promote transparency in the assessment process. By clearly outlining
the criteria for evaluation, learners can understand what is expected of them and assessors
can provide targeted feedback for improvement. This transparency helps to ensure that
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the assessment process is fair and consistent. Additionally, rubrics help assessors focus
on specific aspects of speaking skills. They can include criteria for evaluating
pronunciation, fluency, vocabulary, grammar, and other language proficiency areas. This
structured framework ensures a comprehensive evaluation of speaking skills. Using
rubrics in the validation of speaking skills also allows for a systematic and consistent
assessment process. Regardless of the context or task, assessors can use the same rubric
to assess speaking skills in a reliable manner [2].
Checklists, on the other hand, are simple lists of specific skills or tasks that need to
be demonstrated during a speaking assessment. They can be used as a quick reference
tool to ensure that all necessary elements are covered and assessed. To construct a
checklist, identify the different parts of a specific communication task and any other
requirements associated with it. Create a list of these with columns for marking yes and
no. For example, using a resource list provided by the instructor, students contact and
interview a native speaker of the language they are studying, then report back to the class.
In the report, they are to
• Briefly describe the interviewee (gender, place of birth, occupation, family)
• Explain when and why the interviewee came to the United States
• Describe a challenge the person has faced as an immigrant
• Describe how the person maintains a connection with his/her heritage [4, 33-56].
Students are told that they will need to speak for a minimum of three minutes and
that they may refer only to minimal notes while presenting. A checklist for assessing
students’ completion of the task is shown in the popup window. Checklists can be useful
for classroom assessment because they are easy to construct and use, and they align
closely with tasks. At the same time, they are limited in that they do not provide an
assessment of the relative quality of a student’s performance on a particular task.
Both rubrics and checklists promote transparency in the assessment process. They
clearly communicate the expectations to learners, allowing them to understand what is
being assessed and how they will be evaluated. This transparency helps to reduce
ambiguity and ensures that the assessment process is fair and consistent for all learners.
Furthermore, rubrics and checklists help assessors focus on specific aspects of speaking
skills. This allows for a more comprehensive evaluation and helps identify areas for
improvement. By breaking down speaking skills into different criteria or tasks, assessors
can provide more specific and targeted feedback to learners. As it can be seen, rubrics
and checklists are important tools in the validation of speaking skills because they
provide a structured, objective, and transparent assessment process. They help assessors
evaluate performance consistently and fairly, while also providing learners with clear
expectations and targeted feedback for improvement.
In conclusion, rubrics and checklists play a crucial role in the validation of
speaking skills. They provide a structured and systematic approach to assessing and
evaluating performance, ensuring that the assessment process is fair, consistent, and
objective. Rubrics outline clear criteria for assessing different aspects of speaking, while
checklists provide a simplified version of the rubric for quick assessment. Both tools
promote transparency, helping learners understand what is being assessed and how they
will be evaluated. Additionally, rubrics and checklists help assessors focus on specific
aspects of speaking skills, allowing for a more comprehensive evaluation and targeted
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feedback. Overall, these tools are essential in ensuring a structured, objective, and
transparent assessment process for speaking skills validation.
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