Teacher Perspicacity to Using Rubrics in Students’ EFL Learning and Assessment

Abstract

There have been several researches going on about using rubrics to foster students’ learning in writing context abetting their performance. But there is a dearth of studies on teacher perspicacity to students’ rubric use in English as a foreign language context and fewer studies have investigated how teacher constructive approach affects rubric effectiveness endorsing student EFL learning and assessment. The paper reports the findings workshop-based inquiry into teachers’ perception of using analytic rubric in students’ EFL learning and selfassessment in writing context and the factors affecting its efficacy. The data was collected during the workshop on rubrics that included forty English teachers at Jazan University. Results showed that the rubric was employed professed as a handy evaluative and instructional tool for nurturing students’ learning, self-assessment and selfregulation. The teacher should steer students consistently through meticulous planning, guidance, performance indicators and criteria, robust design, evaluation and feedback. The findings are discussed with reference to Saudi students’ attitude to EFL and design features of rubrics. Propositions drawn invite attention for seminal use of rubrics in classroom and advance teachers’ perspicacity to rubrics. Finally, it promotes students’ autonomy, sense of pride and belonging to their work, self-regulation, peer evaluation, virtual learning milieu and efficacy.