The role of teacher-made rubrics on EFL speaking assessment: perspectives on students’ decision-making, professional development, and workload

This article examines the diverse functions of teacher-created rubrics in evaluating speaking abilities in English as a Foreign Language (EFL) schools. It underscores the benefits of rubrics in encouraging investments, clarity, and student involvement while also acknowledging the difficulties educators encounter in their applications. The subject matter here analyzes the impact of rubrics on decision-making in assessments, their role in professional growth, and their influence on task management, based on research and teacher opinions. It looks into what practical effects and benefits come from rubrics that balance theoretical potential with practical application. This encourages a more learner-centered approach to speaking assessment in EFL settings.

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