Assessing the Assessors: A Study of UTAS Level ۲ EFL Teachers’ Perspectives and Practices in Writing Evaluation and Its Impact on Students' Writing Scores

This study examines the perceptions and practices of Teachers who teach Level ۲ in using standardised writing assessment rubrics at the University of Technology and Applied Sciences (UTAS) in Oman. A semi-structured interview and think-aloud protocol were employed to examine how teachers interpreted and applied rubric criteria while marking Task ۲ writing. Thematic analysis was employed to analyse the qualitative data, revealing both the strengths and limitations of the current rubric, such as vague descriptors and misalignment with A۲-level learner expectations. Based on teacher feedback, a modified rubric was developed. To evaluate its impact, a within-subjects design was employed, and a paired-sample t-test was conducted to compare students’ writing scores between the two versions of the rubric. Results showed significant improvements in students’ overall writing scores, especially in the areas of grammar and vocabulary. The findings underscore the value of teacher-informed rubric design, alignment with instructional goals, and ongoing moderation. This study contributes to enhancing assessment reliability and pedagogical relevance in EFL writing evaluation in higher education institutions such as UTAS in Oman.

کلیدواژه ها:

Writing Rubric ، UTAS ، Oman ، Teaching Writing ، Writing Assessment