Using Rubrics to Assess Writing: Pros and Cons in Pakistani Teachers’ Opinions

Abstract

Rubrics are commonly used by writing teachers to grade writing. Rubrics consist of a set criteria and guidelines that determine the grade obtained by a student. Rubrics are meant to neutralize the grading of writing and provide effective feedback to the students for improvement. However, some English teachers have diverse opinions about the advantages of using rubrics for writing assessment. For instance, they do not agree that the criteria in the rubrics are really significant. This case study examines the viewpoints of Pakistani university teachers on the effectiveness of rubrics to access their students’ writing. Extensive interviews with six respondents featured the perceived advantages and disadvantages of use of rubrics. Findings indicate that the university teachers, who teach literature, give significant importance to detail and elaboration. Four respondents, out of six, agree that rubrics are effective for grading writing and should be used to address mechanical errors in students’ work. They perceived rubric as an effective tool to assess students’ progress and teachers’ practices. The study suggests that the rubrics should embrace authentic criteria for writing assessment so that they leave space for self-reflection and autonomous learning for students. Moreover, there should be open collaboration between language teachers, content teachers, and literature teachers to extend to professionally critical areas of teaching.

Keywords: Rubrics, Writing, Assessment, Perspectives