Assessing the Impact of Rubrics on Students’ Clarity of Expectations and Academic Performance

Abstract

Introduction: In recent years, one of the challenges faced by educators is managing students’ assessment. However, the use of rubrics has become a necessary approach in teaching and learning practices, acting as structured tools that clearly state expectations, measurement, and evaluation criteria for assigned tasks. Objective: The main objective of the study is to assess the impact of rubric implementation on students’ academic performance based on the clarification of expectations in essay writing assignments. Methodology: The study employed a mixed-methods research design. Data were collected from participants (n = 36) using a survey questionnaire that included nine quantitative items and four open-ended questions for qualitative analysis. Pearson correlation and thematic coding analyses were conducted to examine the data. Results: Findings indicated a moderate, positive correlation between the use of rubrics during revision and the identification of strengths and areas for improvement, r(36) = .49, p = .002, as well as a strong, positive correlation between rubric use during revision and the perceived development of English skills, r(36) = .58, p < .001. Additionally, the identification of strengths and weaknesses showed a positive correlation with the development of English skills, r(36) = .35, p = .036. Conclusion: The application of rubrics by educators can help clarify task expectations and guide students’ revisions by supporting the development of their language skills and writing processes. The study recommends that educators apply rubrics with clear assessment criteria to promote students’ self-assessment and a better understanding of tasks, thereby enhancing academic performance.