INVESTIGATING EFL INSTRUCTORS’ PRACTICES IN DESIGNING AND  IMPLEMENTING SPEAKING ASSESSMENT RUBRICS

I Gusti Ayu Indah Triana Juliari; I Wayan Gede Supawan

I Gusti Ayu Indah Triana Juliari
I Wayan Gede Supawan

Keywords: EFL Instructors, Speaking Assessment, Rubrics, and Balinese Cultural Values

Abstract

This study investigates EFL instructors’ practices in designing and implementing speaking assessment rubrics, with a particular focus on the criteria employed and the challenges they face. This study was qualitative research design which obtain a comprehensive understanding of EFL instructors’ in their teaching practices. The instruments used were questionnaire and interview guide to explore Balinese instructors’ experiences, perceptions, and challenges their practices. The findings showed that most instructors employed rubrics derived from institutional standards, teaching materials, or self-developed adaptations. These rubrics typically include indicators such as fluency, pronunciation, grammatical accuracy, vocabulary use, task achievement, and interactional competence. Despite their frequent use, teachers encounter obstacles in tailoring rubrics to various proficiency levels, ensuring cultural appropriateness, and maintaining a balance between detail and practicality. The study also reveals a strong awareness among instructors of Balinese philosophical values Tri Hita Karana and Tat Twam Asi which are viewed as essential to context-based language assessment. Nevertheless, teachers struggle to align cultural sensitivity with the global expectations of English communication, resulting in a pedagogical and philosophical tension between local identity and international standards. Therefore, ongoing professional training and collaborative rubric design are recommended to translate cultural concepts into measurable indicators. Embedding local cultural perspectives in assessment practices is expected to foster fairness, inclusivity, and learner confidence in English speaking performance.

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