Using Rubrics in Writing Assessment: Iranian EFL Learners and Teachers Perspectives on the Use of Rubrics in the WritingClassroom in Institutes

Writing has been the focus of attention in English Language Teaching world for years and has engaged severalresearchers, particularly in terms of assessment. The aim of the present study was to investigate Iranian EFL learners and teachers perspectives on the use of rubrics in the writing classroom in institutes. To this aim, a convenient sampleof 125 institutes students and teachers was recruited to participate in this study, of whom 89 were students and 36 wereteachers. They were from seven institutes from Shiraz of Fars province, Iran. In order to collect data, the researchersused a mixed-method approach. The researchers asked the first group of participants, students, to answer to aquestionnaire which was taken from a related previous study, Shehab (2011) s M.A. thesis. Regarding the second groupof participants, teachers, the researchers conducted semi-structured interview with all of the teachers. After the datacollection and analysis, the results of this study revealed that both groups had positive perspectives regarding usingrubrics in writing classrooms. The results also showed that, both students and teachers believed that using rubrics canimprove learners written performance. Findings of the study along with their implications for the practice of Englishteaching and assessment are also discussed.

کلیدواژه ها:

Institutes ، Learners ، Perspective ، Rubric ، Teachers