Teachers' and students' perceptions of scoring rubrics for speaking skills

Abstract

In the recent shift in educational theory from transmission of knowledge towards transformation of knowledge, and to integration of knowledge with existing personal constructs and meanings, assessment has taken on new affective goals in which tire personal growth of the learner is becoming increasingly important. In this context, the role of evaluation is to inform learners about their learning achievements, so that they can make informed plans for future study. This paper investigates scoring rubrics for speaking skills and teachers’ and students' perception of the rubrics. For this purpose, scoring rubrics for speaking skills and teachers’ and students’ perception of the rubrics arc investigated by means of a student and a teacher questionnaire, as well as a teacher interview. The research was conducted in the Intensive English Program (1EP) of the Department of English Programs at the American University of Armenia. Forty-eight students and nine teachers participated in the study. Students were provided with a scoring rubric checklist and after doing an oral presentation for their class, they completed a survey on their use and perceptions of the rubrics. Students also used the rubrics to self-assess and peer evaluate their presentation. Nine teachers completed a questionnaire and four of them participated in the interviews. The data analyses resulting from student and teacher questionnaires, and the teacher interviews, confirmed students’ and teachers’ positive attitudes towards the use of scoring rubrics.