Using Analytic Rubric for Speaking Self-Assessment: EFL Students' Perceptions and Challenges

Abstract

With the current Vietnamese teaching context, it can be challenging for teachers to assess students in large classes. Rubric, which makes assessment quick and efficient, is a promising way to solve this problem. Not only is rubric helpful to teachers, but students can be greatly benefited from it as well. The study was conducted from January to May, 2017 in Can Tho, to examine the two main aspects including (1) students’ perceptions toward using Analytic Rubric for their self-assessment, and (2) some problems students encounter when they use the rubrics to assess themselves. The study involved 98 students from a high school in Vietnam. The research follows a descriptive approach with a thirty-four-item questionnaire of the five-point Likert scale to figure out the students’ perceptions toward the use of Analytic rubric for their self-assessment. The data results from the questionnaires were treated via SPSS 20.0. The result showed that the students had positive perceptions toward the use of Analytic Rubric for their self-assessment. The study also revealed students’ problems in using Analytic Rubric although the students did not have a clear perception towards the drawbacks of the rubric.