Perceptions on project-based assessment rubrics: A rubric design for indonesian school contexts

Abstract

This research aimed at finding out the perceptions of English teaching staff (ETS) of FKIPUR, FKIPUIR, FTUIN Susqa, and state secondary schools in Pekanbaru, Indonesia towards a project-based assessment rubric viewed from the aspects of content, organization, and language (COL). Perceptions in this context dealt with two aspects; namely, the accuracy and the practicality of various constructs included in a project-based assessment rubric. The research findings showed that all ETS had high level of perceptions on the aspect of accuracy (3.84 – 4.10); however, they had moderate level of perceptions on the constructs of format, critical instructions & activities to do, and interval in terms practicalities (3.48 – 3.66). Qualitatively, the aspects of language should not be assessed in more detail; and capitalization along with punctuation should be linked with writing mechanics. Finally, hypothesis testing showed that there was no significant difference in ETS’ perceptions toward the project-based assessment rubric viewed from the variants of institutions, fields of study, academic qualifications, teaching experience, and training.