Abstract
There is a growing need for standardized oral assessment rubrics in learning institutions. This is linked to the growing number of ESL learners not only in Saudi Arabia but other parts of the world. To assess the need to use standardized oral assessment rubrics, this particular study explores various peer reviewed articles that support the use of standardized rubrics while assessing oral skills among ESL learners in Saudi Arabia. Standardized rubrics give students a reference point in regards to what is expected while learning oral skills. As a result, students are able to work towards improving their skills to meet the standards of the rubric. Various scholars have given different definitions for the term rubric. In all the definitions, grading criteria is a common feature. Some experts have stated that, modern rubrics should go beyond grading to guiding students in understanding their expectations in oral tests. When developing standardized rubrics, teachers should ensure that the rubrics meet the required validity and reliability to assist ESL learners in meeting their goals. Literature shows that there is a gap in the current oral assessment rubrics in Saudi Arabia, and it requires a prompt review. Therefore, developing a standardized rubric should take a multidisciplinary approach. Scholars and experts teaching ESL students must be consulted to ensure all important factors are considered and incorporated in the standardized rubric. 
Highlights
Over the past few decades, the attention of foreign language teaching has shifted from enhancing leaners’ linguistic competence to developing communicative competence
This study is significant since it informs on the need for Standardized Oral Assessment Rubrics for ESL Learners in Saudi Arabia
Since most speaking/oral tests in the Saudi context lack a standardized, validated, and reliable scoring rubric based on which teachers can assess English as a foreign language (EFL) leaners objectively, there is a need to develop standardized rubrics that will be used to evaluate undergraduate students in Saudi universities and other higher learning institutions
Summary
Over the past few decades, the attention of foreign language teaching has shifted from enhancing leaners’ linguistic competence to developing communicative competence. Traditional assessment tools lack the ability to evaluate certain aspects of speaking skills (Oosterhof, 2001). This is due to the unclear assessment procedures which make learners develop anxiety. Unlike other skilled-based exams, which clearly state the evaluation methods, the nature of oral exams requires teachers to carefully plan the execution stage of the exam in order to accurately assess a learners’ skills. Both teachers and learners believe that assessing oral exams is a challenge that adversely affect the intended learning outcomes. Assessing oral skills requires special rubrics or criteria to ensure the validity and reliability of oral tests, for ESL learners
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