Discipline

Education

Abstract

This study examined the role of rubrics in evaluating English writing performance among Grade 12 HUMSS students. Writing assessment may be subjective, resulting in inconsistent grading and unclear expectations. Rubrics can provide explicit criteria, fairness, and transparency in scoring. Anchored in Assessment for Learning, the study examined the perceived role of rubrics in learning outcomes, assessment literacy, self-regulation, grading consistency, feedback reception, and assessment practices, as well as the challenges and benefits associated with their use. The study used a descriptive-quantitative design involving 112 Grade 12 HUMSS students selected through stratified sampling. A validated survey questionnaire was administered face-to-face and covered the perceived influence of rubrics, assessment practices, challenges, and benefits. Data were summarized using frequency, percentage, ranking, mean, and Likert-scale interpretations. Students strongly agreed that rubrics supported learning outcomes, assessment literacy, and self-regulation. They perceived rubrics as helpful in clarifying expectations, setting goals, guiding revision, monitoring progress, promoting consistent grading, and supporting constructive feedback. Difficulty understanding rubric criteria was the principal challenge, while the most highly rated benefit was the use of rubrics as guides for improvement and organized writing. The findings indicate that students perceived rubrics as supporting transparency, fairness, and writing development. Clearer explanations of criteria and structured feedback sessions are recommended to improve the use of rubrics in English writing instruction. Because the study was based on descriptive survey responses, the findings represent perceptions rather than demonstrated causal effects.

Keywords

Assessment, rubrics, writing performance