Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=caeh20 Download by: New York University] Date: 06 December 2016, At 19:23 Assessment & Evaluation in Higher Education ISSN: 0260-2938 (Print) X (Online) Journal homepage http://www.tandfonline.com/loi/caeh20 Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context Weiqiang Wang To cite this article: Weiqiang Wang (2016): Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context, Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2016.1261993 To link to this article http://dx.doi.org/10.1080/02602938.2016.1261993 Published online 28 Nov Submit your article to this journal Article views View related articles View Crossmark data
Assessment & evAluAtion in HigHer educAtion, 2016 http://dx.doi.org/10.1080/02602938.2016.1261993 Using rubrics in student self-assessment: student perceptions in the English as a foreign language writing context Weiqiang Wang school of english for international Business, guangdong university of Foreign studies, guangzhou, china ABSTRACT The instructional value of rubrics for promoting student learning and aiding teacher feedback to student performance has been extensively researched in th educational literature. There is, nonetheless, a dearth of studies on students rubric use in second/foreign language contexts, and fewer studies have investigated the factors affecting rubrics effectiveness for promoting student learning. The paper reports a classroom-based inquiry into students perceptions of rubric use in self-assessment in English as a Foreign Language context and the factors moderating its effectiveness. Eighty students at a Chinese university participated in the study. The data collected included their reflective journals and six case study informants retrospective interviews. Results showed that the rubric was perceived as useful for fostering the students self-regulation by guiding them through the stages of goal-setting, planning, self-monitoring and self-reflection. Both within-rubric and rubric- user factors were identified as affecting the rubric’s effectiveness in student self-assessment. The findings are discussed with reference to the design features of rubrics. Implications are drawn for formative rubric use in student self-assessment.