TERTIARY LECTURERS’ PERCEPTIONS OF THE ROLES OF RUBRICS IN TEACHING AND THEIR PRACTICES

Abstract

The rubric is one of the instruments commonly used in the process of teaching and learning so as to assure the quality of teaching and learning; nonetheless, teachers at different teaching contexts do not perceive the roles of the rubrics differently. This paper, therefore, aims at presenting the results of a study on tertiary lecturers’ perceptions of the roles of rubrics in teaching and their practices. Thirty-eight participants who were the Faculty of English language of a Ho Chi Minh City based university took part in answering closed-ended questionnaires. The findings unraveled that participants perceived the roles of rubrics in teaching well. They understood that the rubrics can help the teacher to orient their teaching process and coordinate instruction and assessment, and students to orient their learning process. It was further found out that participants employed nine steps of using the rubrics in their teaching at a high frequency. Finding-based recommendations are suggested in an attempt to improve the quality of teaching and learning at the research context and other similar ones.