Impact of rubrics on students’ self-assessment and overall performance in an EAP writing course

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This study investigates the impact of rubric use on students’ self-assessment and overall performance in an English for Academic Purposes (EAP) writing course. Recognizing the complexity of academic writing, which requires substantial guidance and effort, the research examines how rubrics can help align students’ self-assessments with instructor’s and / or program expectations. The study involved six students from diverse cultural and academic backgrounds who participated in multiple rounds of rubric-related assessments and following reflective activities. The findings suggest that consistent use of rubrics can significantly enhance students’ understanding of writing criteria, improve the correlation between student and instructor evaluations, and consequently lead to better writing outcomes. However, certain challenges such as lower proficiency levels, time constraints, or lack of interest / motivation may limit students’ ability to fully comprehend and utilize rubrics effectively while performing a writing task. The research highlights the need for clear and measurable rubric descriptors to support students’ comprehension, additionally to providing multiple writing samples for reference and allowing adequate practice time. These insights contribute to the ongoing discussion on rubric effectiveness in General English Language Teaching (General ELT) and EAP settings, offering practical suggestions how to improve academic writing instruction and bridge the gap between students’ performance and instructor’s and/ or program expectations.