Abstract:
Several researchers in the world of English Language Teaching have been engaged in examining the process of assessing students’ writing using rubrics. Literature indicates that there is a debate among educators concerning the effectiveness of using rubrics on the teaching-learning process. While some consider rubrics as assessment tools that standardize students’ writing and hinder the students’ creative self-expression of ideas, others argue that rubrics enhance the students’ learning and they positively affect the teacher’s performance. This research study examines the teachers’ and students’ viewpoints regarding the effectiveness of using rubrics in a third grade writing classroom in a private school in Lebanon. It also aims to examine the participants’ attitudes toward using rubrics in the writing classroom. Both qualitative and quantitative data were obtained. An in-depth interview with an English Language teacher highlighted the perceived advantages and challenges of using rubrics. A questionnaire addressed to the students portrayed their preference to use rubrics in the writing classroom. A classroom observation conducted by the researcher portrayed the impact of rubrics on the teacher’s and students’ classroom practices. Findings showed that teachers and students are in favor of using rubrics due to the positive impact that they have on the teaching-learning process. The pedagogical implications of the study’s findings were also discussed.
