Developing a Formative Self-Assessment Rubric for Speaking Skills in Higher Education

Abstract

This article analyzes existing speaking assessment rubrics and examines their potential for use in formative self-assessment in higher education. Particular attention is given to the limitations of widely used assessment frameworks and previously developed rubrics in supporting learner reflection and autonomy. Based on the analysis of selected studies, a formative self-assessment rubric for evaluating students’ speaking performance was developed. The proposed rubric includes clear assessment criteria and a scoring system designed to help students identify strengths and weaknesses in their speaking skills. The rubric is intended to facilitate reflective learning, promote learner autonomy, and support more effective formative assessment practices in speaking courses. In addition, the rubric aims to make assessment procedures more transparent and understandable for students, encouraging active participation in the evaluation process. The proposed tool may be used by both teachers and students to improve speaking performance and enhance the overall quality of language learning in higher education.and support more effective formative assessment practices in speaking courses.