مجلة الانسان والمجال
Volume 11, Numéro 2, Pages 916-932
2025-12-15
Marking Techniques And The Use Of Scoring Rubrics In Efl Classes: Current Problems And Guidelines The Case Study Of Teachers Of English At Khenchela University
Authors : Yousfi Nabila .
Abstract
The scoring process has always been considered tiresome and challenging for teachers, especially those in charge of foreign language classes. Scoring rubrics represent one evaluation technique that can ease the burden of grading students through offering details on how and what to score. This article is an attempt to demonstrate teachers’ attitudes about the usefulness of this technique in EFL classes, the problems related to using and designing scoring rubrics, and the solutions that can guarantee a fair yet less complicated scoring. To achieve this aim, a semi-structured interview was conducted with eighteen EFL teachers at Khenchela University. Findings demonstrate that teachers, despite embracing the idea of using rubrics in their classes, are still facing challenges in relation to the way they should design these rubrics, especially in writing and speaking classes. Recommendations to improve the scoring process include collaboration among teachers to design the rubrics’ criteria and gathering students’ attitudes about the scoring techniques their teachers employ.
Keywords
evaluation ; marking ; scoring rubrics ; fairness ; teachers' attitude
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