The integration of co-constructed rubrics (CCR) and peer assessment (PA) is a significant focus within English as a Foreign Language (EFL) education, particularly in Chinese higher education. This study examines the interplay between these approaches and their impact on language learning performance, student perceptions, and co-regulation. Conducted over two 15-week terms with 57 first-year EFL students in Macau SAR, China, the mixed-method research reveals that CCR enhances EFL assessment performance and consistency. Students demonstrate increased comfort, confidence, and engagement in language learning through CCR involvement. Notably, relaxation, as new emerged low- arousal emotion, interpreted as Peace of Mind that attributed to Chinese culture, highlights its significance in future rubric and PA research. CCR augments co-regulation and strengthens student relationships, fostering ownership of not only language learning, but more importantly language assessment. The positive effects of CCR stem from meaningful engagement of rubric discussions and active use of it. This study contributes empirical data to academic performance enhancement, broadening the scope of rubric-related research in student-led assessment, and expanding understanding of rubric co-construction and peer assessment, previously under-researched areas.

Authors:
Jiawei Zhang, Macau University of Science and Technology, Macau

About the Presenter(s)
Dr April Jiawei Zhang is a University Assistant Professor/Lecturer at Macau University of Science and Technology in Macau

See this presentation on the full schedule – Monday Schedule

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