Assessment for learning or assessment for scoring? Washback of analytic rubrics in Vietnamese EFL classrooms
Abstract This study investigates the washback effects of EFL lecturers’ use of analytic rubrics for assessing students’ writing performance in Vietnamese higher education. Although analytic rubrics are widely promoted for enhancing assessment transparency and supporting student learning, little is k...
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| Format: | Article |
| Language: | English |
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SpringerOpen
2025-06-01
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| Series: | Language Testing in Asia |
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| Online Access: | https://doi.org/10.1186/s40468-025-00371-y |
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| author | Hoang Yen Phuong Thanh Thao Le Trut Thuy Pham |
| author_facet | Hoang Yen Phuong Thanh Thao Le Trut Thuy Pham |
| author_sort | Hoang Yen Phuong |
| collection | DOAJ |
| description | Abstract This study investigates the washback effects of EFL lecturers’ use of analytic rubrics for assessing students’ writing performance in Vietnamese higher education. Although analytic rubrics are widely promoted for enhancing assessment transparency and supporting student learning, little is known about how lecturers implement them in practice and how their use influences teaching and learning behaviors. Drawing on Washback Theory and Assessment for Learning principles, this qualitative study involved semi-structured interviews with nine Vietnamese EFL lecturers across two institutions, representing novice, mid-career, and near-end-career stages. Thematic analysis revealed considerable variation in rubric implementation: novice lecturers tended to use rubrics rigidly for scoring, while more experienced lecturers integrated rubrics into instructional processes to support student learning. Lecturers’ perceptions of rubrics evolved over time, with greater teaching experience leading to a more formative and reflective use, although institutional constraints sometimes limited their flexibility. Rubric use often helped clarify writing expectations and supported student self-monitoring, but it sometimes led to formulaic writing when not well integrated into instruction. These findings highlight the dynamic, context-dependent nature of rubric washback and underscore the need for sustained professional development, culturally responsive rubric design, and institutional support to promote the effective use of assessment tools in EFL writing classrooms. |
| format | Article |
| id | doaj-art-fabe4ae3e9cd47e6aa7d5a9c8300cd13 |
| institution | DOAJ |
| issn | 2229-0443 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Language Testing in Asia |
| spelling | doaj-art-fabe4ae3e9cd47e6aa7d5a9c8300cd132025-08-20T03:22:54ZengSpringerOpenLanguage Testing in Asia2229-04432025-06-0115111810.1186/s40468-025-00371-yAssessment for learning or assessment for scoring? Washback of analytic rubrics in Vietnamese EFL classroomsHoang Yen Phuong0Thanh Thao Le1Trut Thuy Pham2Can Tho UniversityCan Tho UniversityNam Can Tho UniversityAbstract This study investigates the washback effects of EFL lecturers’ use of analytic rubrics for assessing students’ writing performance in Vietnamese higher education. Although analytic rubrics are widely promoted for enhancing assessment transparency and supporting student learning, little is known about how lecturers implement them in practice and how their use influences teaching and learning behaviors. Drawing on Washback Theory and Assessment for Learning principles, this qualitative study involved semi-structured interviews with nine Vietnamese EFL lecturers across two institutions, representing novice, mid-career, and near-end-career stages. Thematic analysis revealed considerable variation in rubric implementation: novice lecturers tended to use rubrics rigidly for scoring, while more experienced lecturers integrated rubrics into instructional processes to support student learning. Lecturers’ perceptions of rubrics evolved over time, with greater teaching experience leading to a more formative and reflective use, although institutional constraints sometimes limited their flexibility. Rubric use often helped clarify writing expectations and supported student self-monitoring, but it sometimes led to formulaic writing when not well integrated into instruction. These findings highlight the dynamic, context-dependent nature of rubric washback and underscore the need for sustained professional development, culturally responsive rubric design, and institutional support to promote the effective use of assessment tools in EFL writing classrooms.https://doi.org/10.1186/s40468-025-00371-yAnalytic rubricsAssessment for learningAssessment for scoringVietnamese EFL classroomsWashback |
| spellingShingle | Hoang Yen Phuong Thanh Thao Le Trut Thuy Pham Assessment for learning or assessment for scoring? Washback of analytic rubrics in Vietnamese EFL classrooms Language Testing in Asia Analytic rubrics Assessment for learning Assessment for scoring Vietnamese EFL classrooms Washback |
| title | Assessment for learning or assessment for scoring? Washback of analytic rubrics in Vietnamese EFL classrooms |
| title_full | Assessment for learning or assessment for scoring? Washback of analytic rubrics in Vietnamese EFL classrooms |
| title_fullStr | Assessment for learning or assessment for scoring? Washback of analytic rubrics in Vietnamese EFL classrooms |
| title_full_unstemmed | Assessment for learning or assessment for scoring? Washback of analytic rubrics in Vietnamese EFL classrooms |
| title_short | Assessment for learning or assessment for scoring? Washback of analytic rubrics in Vietnamese EFL classrooms |
| title_sort | assessment for learning or assessment for scoring washback of analytic rubrics in vietnamese efl classrooms |
| topic | Analytic rubrics Assessment for learning Assessment for scoring Vietnamese EFL classrooms Washback |
| url | https://doi.org/10.1186/s40468-025-00371-y |
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