Rubric-referenced oral production assessments: perceptions on the use and actual use of rubrics in oral production assessments of high school students of St. Scholastica’s College, Manila

摘要

Rubrics have been widely recognized by writing teachers for its efficiency in facilitating grading and its potential to be instructive. However, its use and value in oral production assessments still remain to be proven. Thus, this qualitative study was designed to explore the students’ perceived uses of rubrics and their actual use of rubrics in their oral production assessments. Using focus group discussion as a main method of data collection, ten (10) students from an exclusive - girl school in Metro Manila participated in the discussion. Results showed that students recognized the ability of rubrics to make them understand teacher’s expectations, reflect on their oral production performances, and justify the grades being given to them by the teacher. Despite these students’ reported uses of rubrics, majority of the students still did not use the rubrics for all of these purposes as evidenced in their actual use of rubrics. This research strongly recommends the institution in study to evaluate the appropriateness and effectiveness of rubric as a grading method for oral production assessments.