Improving Oral English Skills Through Rubric-Based Assessment
A Dual Perspective in Bangladeshi Tertiary Education
DOI:
https://doi.org/10.66460/puj.v4i1.9Keywords:
Rubric-based assessment, oral English skills, transparency, motivation, reflection, constructive feedback, tertiary education, BangladeshAbstract
Rubric-based assessment has recently become a valuable approach for fostering fairness, transparency and constructive feedback in the context of language pedagogy. This study examines the perceptions of the students and teachers regarding the application and effectiveness of rubrics in order to improve oral English skills in Bangladeshi tertiary education. Data were collected through a mixed-methods design from 253 students across 8 universities and 25 teachers from 15 universities. Quantitative data from students were analyzed descriptively, while qualitative data from teachers were examined thematically to identify emerging patterns. The results showed that rubric-based assessment was perceived by students to be fair, transparent and motivating which subsequently increased their participation and awareness of evaluation criteria. Similarly, teachers observed that rubrics were effective in identifying the strengths and weaknesses of students, in the instructional practices, and in the increased engagement in oral activities. However, issues relating to implementation and institutional support were also identified. The integration of quantitative and qualitative results indicates the complementary perspectives of students and teachers on the overall effectiveness of rubrics. Ultimately, the study underscores rubric-based assessment's significance in tertiary English education and informs curriculum development, assessment practices, and teacher training.
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