Document Type : Research Paper
Authors
Shiraz University
Abstract
Reviewing the literature, there is an evident lack of appropriate research on the potential difficulties of assessing speaking skill and the urgent need of more rigorous assessment of speaking skill and its intricacies. This study aimed to develop a collaborative local rubric for assessing Iranian high school students’ speaking skill constructed through the school-university members' collaboration. The participants of this study were 3 high school English teachers and 3 university instructors with 5 years of experience in English teaching and having familiarity with rubrics and how to use and develop them. After coding and analyzing the data collected through semi-structured interview, it was revealed participants mentioned some similar criteria such as the importance of pronunciation, grammar, vocabulary, fluency and the use of a 0-4 assessment scale. However, some contradictions arose between the participants about the scores and the strictness/flexibility of those levels. The currently-developed speaking rubric, which is a simulation of the IELTS and TOEFL speaking rubrics, intended to help high school teachers undertake a more thorough assessment resulting in students’ enhanced learning of speaking. This study proposed practical implications for teachers and instructors in particular test constructors and examiners.
Keywords
- Rubric construction, Rubric, collaborative rubric, Speaking Skill, instructors'
- voices, teachers'
- voices
Main Subjects
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