The American Journal of Interdisciplinary Innovations
and Research
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TYPE
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PAGE NO.
14-18
10.37547/tajiir/Volume07Issue01-03
OPEN ACCESS
SUBMITED
23 October 2024
ACCEPTED
22 December 2024
PUBLISHED
09 January 2025
VOLUME
Vol.07 Issue01 2025
CITATION
Normatova Nurjamol Normatovna, & Abdusalomova Farangis Obidovna.
(2025). The role of teacher-made rubrics on EFL speaking assessment:
perspectives on students
’
decision-making, professional development, and
workload. The American Journal of Interdisciplinary Innovations and
Research, 7(01), 14
–
18.
https://doi.org/10.37547/tajiir/Volume07Issue01-03
COPYRIGHT
© 2025 Original content from this work may be used under the terms
of the creative commons attributes 4.0 License.
The role of teacher-made
rubrics on EFL speaking
assessment: perspectives
on students’ decision
-
making, professional
development, and
workload
Normatova Nurjamol Normatovna
Associate professor, PhD of Samarkand State Institute of Foreign
Languages, Uzbekistan
Abdusalomova Farangis Obidovna
Master student of Samarkand State Institute of Foreign Languages,
Uzbekistan
Abstract:
This article examines the diverse functions of
teacher-created rubrics in evaluating speaking abilities
in English as a Foreign Language (EFL) schools. It
underscores the benefits of rubrics in encouraging
investments, clarity, and student involvement while also
acknowledging the difficulties educators encounter in
their applications. The subject matter here analyzes the
impact of rubrics on decision-making in assessments,
their role in professional growth, and their influence on
task management, based on research and teacher
opinions. It looks into what practical effects and benefits
come from rubrics that balance theoretical potential
with practical application. This encourages a more
learner-centered approach to speaking assessment in
EFL settings.
Keywords:
EFL, speaking assessment, teacher-made
rubrics, assessment criteria, professional development,
classroom
management,
formative
assessment,
summative assessment, educational transparency,
student engagement.
Introduction:
The field of teaching English to speakers
of other languages is a vibrant one. However, inside this
vitality exists a particular challenge: accurately
evaluating students' speaking abilities. In contrast to the
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The American Journal of Interdisciplinary Innovations and Research
definitive nature of a multiple-choice test, assessing
spoken
fluency,
pronunciation,
and
overall
communication efficacy requires a more nuanced
methodology. This is when teacher-created rubrics
come into influence. These carefully developed
standards, created by educators, serve as a guide to
navigate the inherent subjectivity of speech
assessments. Research by Rini et al. (2019) emphasizes
that teacher opinions of the development and
execution of these rubrics greatly influence their
effectiveness.
Main part
Exploring teacher perceptions allows us to connect the
promise of rubrics with their practical implementation
in EFL speaking classrooms. This section seeks to clarify
this essential facet of assessment, promoting a more
efficient and learner-focused method for evaluating
the continually developing competence of spoken
English. Teacher-created rubrics, carefully designed
assessment criteria, have become an effective
instrument in the EFL (English as a Foreign Language)
classroom. Nonetheless, their efficacy extends beyond
merely offering a rating system. When executed
proficiently, rubrics have numerous advantages as
recognized by educators, hence cultivating a more
favorable and efficient learning atmosphere.
One of the most significant advantages of rubrics lies
in their ability to promote fairness and transparency in
the assessment process. By providing clear and well-
defined criteria for evaluation, rubrics ensure that
teachers are applying consistent standards across all
students (Andrade, 2000). This consistency minimizes
subjectivity and ensures that each student is assessed
based on the same set of expectations. Additionally, as
highlighted by Rini et al. (2019), rubrics make
assessment criteria readily apparent to students.
Students gain a clear understanding of what
constitutes success in a speaking task, allowing them
to target their learning efforts more effectively and
engage in self-assessment. This transparency fosters a
sense of ownership and empowers students to take a
more active role in their learning journey.
Furthermore, research suggests that rubrics can
positively impact student performance. When
students understand the specific criteria that will be
used to evaluate their speaking skills, they can focus
their learning activities more strategically (Moss,
2003). They can identify areas of strength and
weakness, allowing them to tailor their practice and
target specific skills requiring improvement. This
targeted approach to learning can lead to
demonstrably improved performance in speaking
tasks.
Finally, rubrics can be a valuable tool for streamlining
the grading process for teachers (Linn & Gronlund,
2000). Well-designed rubrics offer a clear framework for
evaluation, eliminating the need for educators to
reinvent the wheel for each assessment. This translates
to a significant time saving, which can then be
redirected towards more personalized feedback for
students or further lesson planning. The benefits of
teacher-made rubrics extend far beyond simply
providing a means for scoring. They foster a classroom
environment characterized by fairness, transparency,
and a student-centered approach to learning. By
understanding these perceived benefits, teachers can
leverage the power of rubrics to create a more effective
and rewarding assessment experience for themselves
and their EFL students.
While teacher-made rubrics offer a plethora of benefits
in EFL speaking assessment, their implementation is not
without its challenges. These challenges, as reported in
research, can act as roadblocks hindering the full
potential of rubrics. Let's delve deeper into these
complexities. One of the most significant challenges
identified by teachers is the issue of time constraints
(Rini et al., 2019). Developing rubrics from scratch can
be a time-consuming endeavor, especially for educators
already burdened with heavy workloads. The
meticulous process of crafting clear and concise criteria
often requires significant dedication and careful
consideration. This can be particularly daunting for
teachers juggling large class sizes, demanding
curriculum requirements, and limited planning time.
Another hurdle teacher’s face is the challenge of
adapting rubrics to cater to diverse student needs
(Fulcher, 2009). A rubric designed for advanced
learners, for instance, might not be suitable for
beginners who are still grappling with basic grammar
and vocabulary. Similarly, rubrics might need to be
tailored to specific learning objectives of a particular
lesson or unit. This necessitates flexibility and the ability
to adjust criteria based on the specific context and
student proficiency levels.
Finally, despite the presence of rubrics, some aspects of
speaking assessment may still involve a degree of
teacher judgment (Wiggins & McTighe, 2005). Fluency,
for example, can be a subjective concept, and rubrics
might not always capture the nuanced variations in a
student's speech patterns. While rubrics aim to
minimize subjectivity, a teacher's experience and
expertise inevitably play a role in the final evaluation.
Reference
. This section embarks on a journey to explore
the multifaceted world of teacher perspectives on
rubrics. We will delve into the perceived benefits that
motivate educators to invest time and effort in
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The American Journal of Interdisciplinary Innovations and Research
designing these assessment tools. As highlighted by
Andrade (2000), rubrics hold the potential to enhance
fairness and transparency in the evaluation process.
Students equipped with a clear understanding of the
assessment criteria can better target their learning and
engage in self-assessment, ultimately fostering a more
learner-centered environment. Additionally, research
suggests that well-designed rubrics can streamline the
grading process for teachers, saving valuable time
(Linn & Gronlund, 2000). Teachers can then redirect
this saved time towards more personalized feedback
and targeted instruction. As N. N. Normatova states,
"The process of developing the oral speech skills of
foreign language for linguistic departments of Higher
Education is different from the process of developing it
for non-philological departments. The process has its
own peculiarities. The quality of education, which is a
bilateral process between the teacher and student,
depends on the didactic perfection of teacher`s
mastery, and on the other hand, the on the student's
motivational activity. Meanwhile, if the high scientific
potential and methodological skills of the teacher is
integrated with the educational activity of students’
high results can be achieved in the short term period".
However, the path to rubric implementation is not
without its hurdles. As reported by Rini et al. (2019),
teachers often grapple with time constraints,
particularly those with heavy workloads. The
meticulous process of developing rubrics from scratch
can be time-consuming, potentially hindering their
wider adoption. Furthermore, Fulcher (2009)
emphasizes the challenge of tailoring rubrics to cater
to diverse student proficiency levels and learning
objectives. A rubric designed for advanced learners
might not be suitable for beginners, necessitating
adaptations that require additional planning and
effort. Research by Fraser & Takala (1996) suggests
that collaborative development with colleagues or
leveraging pre-existing rubrics as a starting point can
be effective strategies to overcome time constraints.
Additionally, Moss (2003) highlights the potential
benefits of including students in the rubric
development process. This fosters a sense of
ownership among learners and deepens their
understanding of the assessment criteria. Finally,
Wiggins & McTighe (2005) emphasize the importance
of professional development opportunities for
teachers. Equipping educators with the necessary skills
and confidence to utilize rubrics effectively can
significantly enhance their impact on the assessment
process.
Analysis
. The challenges associated with teacher-made
rubrics highlight the importance of ongoing
professional development and support for educators.
Strategies to overcome these challenges, such as
collaborative rubric development or leveraging pre-
existing
frameworks,
can
be
explored.
By
acknowledging these roadblocks and seeking practical
solutions, we can strive to make rubrics a truly powerful
tool for effective EFL speaking assessment. While
teacher-made rubrics offer a plethora of benefits in EFL
speaking assessment, their successful implementation
requires navigating some challenges. However, research
reveals valuable insights from educators themselves on
how to overcome these hurdles. These suggestions,
when embraced, can bridge the gap between the
potential of rubrics and their practical application in the
classroom.
To investigate the impact of rubrics on teacher-raters,
this paper will focus on the following areas:
1.How does the use of speaking assessment rubrics
influence teacher-raters' decision-making during the
evaluation of student speaking skills?
This question narrows the scope to speaking skills and
explores how rubrics impact teacher judgment. It
inquires:
➢
Clarity and consistency:
Do rubrics provide clear
criteria that lead to consistent decisions about
student fluency, pronunciation, and organization?
➢
Nuance vs. rigidity:
Do rubrics allow teachers to
consider individual differences and unexpected
strengths or weaknesses in a student's spoken
performance?
➢
Calibration and interpretation:
How do teachers
interpret specific rubric criteria like "advanced
fluency" or "effective use of div language"?
Speaking evaluation rubrics are a double-edged sword
for the decision-making of teacher-raters. Positively,
they provide stability and clarity. A common framework
is provided by defined standards for organization,
grammar, pronunciation, and fluency. As a result,
scoring becomes less subjective and uniform
throughout teachers. Rubrics can also help with
interpretation and calibration through conversations
and training sessions. This guarantees that educators
agree on how to implement the standards in a variety of
speaking
assignments,
such
as
debates
or
presentations.
Nevertheless, there are limitations. Certain criteria,
such as "advanced fluency," might be interpreted
subjectively, necessitating constant debate among
educators. Moreover, too stringent rubrics may prevent
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The American Journal of Interdisciplinary Innovations and Research
teachers from taking individual variations and
subtleties into account. If a student's pronunciation
deviates from the norm even little, they may be
disregarded even though they have extraordinary
inventiveness. Ultimately, speaking assessment
rubrics are useful resources, but they cannot take the
place of instructor subjectivity. Their efficacy is
dependent on their ability to communicate clearly,
continue to grow professionally, and remain adaptable
enough to recognize the individual merits and
shortcomings of every student's spoken performance.
2.To what extent does utilizing speaking assessment
rubrics contribute to teacher-raters' professional
development in evaluating and promoting effective
spoken communication skills in students?
This question explores the potential for rubrics to
enhance teachers' expertise in speaking assessment. It
inquires:
➢
Reflective practice:
Do rubrics encourage teachers
to reflect on their expectations and feedback
strategies for spoken communication?
➢
Development of expertise:
Do rubrics assist
teachers in solidifying their understanding of key
features of effective spoken communication (e.g.,
pacing, tone, clarity)?
➢
Collaboration and discussion:
Do rubrics facilitate
discussions among teachers about effective
speaking and the interpretation of rubric criteria
for spoken tasks?
You can analyze teacher self-reflections on using
rubrics for speaking tasks, interview data about rubric
development discussions, and observe changes in
teacher feedback practices to explore the impact of
rubrics on professional development related to
speaking assessment. Teachers obtain an expanded
understanding of the essential components of
effective spoken communication, tone, clarity, and
div language
—
by interacting with the rubric's
numerous criteria. This improved comprehension
results in more insightful assessments and focused
student comments. Collaborating cooperatively and
having conversations about rubrics are equally crucial.
Teachers often have conversations about effective
speaking and how to interpret particular criteria as a
result of creating and using rubrics. This collaborative
effort offers a means of exchanging knowledge,
improving comprehension of the rubric, and
guaranteeing uniform implementation in various
speaking assignments.
A number of variables affect how much rubrics aid in
professional growth. If a badly constructed rubric is
unclear or leaves out important components of spoken
communication, it might impede development.
Moreover, giving instructors a rubric alone is
insufficient. For instructors to grasp and use the rubric
efficiently,
training
sessions
and
continuing
conversations are crucial. Lastly, it's important that
teachers are responsive. Instructors must be willing to
use rubrics as instruments for growth rather than as
inflexible mandates. You can obtain important insights
into how speaking assessment rubrics support the
professional development of teacher-raters by
examining teacher self-reflections on using rubrics for
speaking tasks, interview data regarding rubric
development discussions, and observing changes in
teacher feedback practices prior to and following rubric
implementation.
Enhanced
assessment
and
encouragement
of
students'
proficient
oral
communication abilities are the ultimate results of this
professional development.
3.In what ways does the implementation of speaking
assessment rubrics affect teacher-raters' workload and
classroom time management when used for formative
and summative assessment of spoken communication
skills?
This question explores the practical implications of using
rubrics for speaking assessment on teacher time
management. It inquires:
➢
Formative feedback:
Do rubrics streamline
providing constructive feedback to students during
speaking activities?
➢
Summative evaluation:
Do rubrics efficiently
capture student progress and achievement in
spoken communication skills?
➢
Time commitment:
Does creating, utilizing, and
adapting rubrics for speaking tasks require a
significant additional burden on teacher time?
By analyzing teacher surveys and time management
logs, you can understand how rubrics impact workload
and classroom time allocation specifically for formative
and summative speaking assessments.Formative and
summative assessments may be impacted by the use of
spoken assessment rubrics, which can have a dual effect
on teacher workload and classroom time management.
Positively,
formative
feedback-giving
may
be
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The American Journal of Interdisciplinary Innovations and Research
streamlined with the use of rubrics. Rubrics give
teachers a framework for assessing strengths and
shortcomings in spoken communication activities by
providing explicit criteria for various components of
the communication process. This can result in more
focused and effective feedback, enabling teachers to
target certain areas for growth while students'
memories of the speaking exercise are still fresh.
CONCLUSION
Rubrics
can
improve
summative
assessment
effectiveness. The rubric's consistent criteria make it
possible
to
evaluate
students'
growth
and
accomplishment in oral communication skills more
quickly and objectively. This can be particularly
beneficial for large classes or situations requiring
multiple raters. On the other hand, the initial time
commitment may be substantial. Teachers must
carefully analyze and work together to create rubrics
that
are
tailored
to
speaking
assignments.
Additionally, if teaching strategies or student
requirements change, continual rubric adaption may
be required. Several factors determine the total
influence on workload. Teachers may save a significant
amount of time when it comes to summative
evaluation and formative feedback if they are properly
trained and supported in utilizing rubrics. Workload
can eventually be further decreased by the reusability
of well-designed rubrics for a variety of speaking
activities.
Surveys from teachers about their use of rubrics
—
in
particular, how much time they save or spend on
formative and summative assessments
—
can be
analyzed to learn more about this topic. Time
management records can also give instructors
insightful information about how they divide their time
both before and after using speaking rubrics.
These 3 questions delve into the impact of rubrics on
teacher-raters in the context of speaking skill
evaluation.
By
focusing
on
decision-making,
professional development, and workload, you can
build a strong foundation for analyzing the impact of
rubrics in classes.
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