Journal of Global Research in Education and Social Science

Many EFL students and instructors are unsatisfied with how tests are scored, and how marks are assigned. They complain of subjective, unclear scoring procedures. To overcome assessment problems, this article proposes the use of digital rubrics (iRubrics). It aims to show instructors how grammar iRubrics can be created and used in assessing students’ performance in grammar courses. For this purpose, the author built two grammar rubrics: A word-level and a sentence-level grammar rubric, each of which consisting of specific grammatical categories/structures in the vertical column and descriptions of the performance levels (Excellent, Average and Poor) for each specific grammatical category/structure in the rows, with the marks assigned to each performance level (2 marks for the Excellent, 1 mark for the Average, and 0 marks for Poor performance). Following their creation, the grammar rubrics were validated by colleagues holding a PhD. degree who either have experience teaching grammar and/or specialized in ELT and psychometrics. The grammar rubrics were modified according to the validators’ comments. Then the digital rubric was created using the iRubric tool of RCampus Learning Management System (LMS). The author used images from the grammar iRubric that begin with showing instructors how to create an account with RCmpus; how to build a digital rubric, i.e., how to enter the performance criteria, performance levels and marks allocated to each; how to preview, edit, copy, print, categorize, bookmark, test-run, grade, publish, e-mail, or discuss the rubric; how to apply the rubric to a test or assignment; how to enter the scores for specific categories/structures and for the whole test; how to view a students’ gradebook; how to share and discuss a students’ rubric assessment with colleagues and students; and how to categorize the rubric in the iRubric Gallery to help instructors access it and share it with the RCampus online community.