Fragmented professional readiness in rubric-based assessment: A qualitative study in Indonesian language learning contexts
https://doi.org/10.63826/jtpre.v1i1.267
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Abstract
The increasing emphasis on authentic and competency-based assessment in contemporary education has positioned assessment rubrics as essential tools for ensuring objectivity, transparency, and meaningful evaluation in language learning contexts. However, their effectiveness is highly contingent upon teachers’ professional readiness, which remains uneven and insufficiently explored. This study aims to examine teachers’ professional readiness in rubric-based assessment within Indonesian language learning, focusing on four interrelated dimensions: conceptual understanding, technical competence, implementation practices, and professional attitudes. Employing a qualitative descriptive design, data were collected from Indonesian language teachers through in-depth interview, and analyzed using an inductive thematic approach. The findings reveal that while teachers demonstrate positive attitudes and basic conceptual awareness of rubrics, their readiness remains fragmented, with significant limitations in developing analytical descriptors, aligning rubrics with learning objectives, and utilizing rubrics as formative assessment tools. Furthermore, rubric implementation is predominantly summative, with limited student engagement and insufficient feedback practices, indicating gaps in assessment literacy and pedagogical integration. This study is limited by its relatively small sample size and reliance on self-reported data, which may affect generalizability; however, it offers important implications for strengthening teacher professional development through integrated, practice-oriented assessment literacy programs. The originality of this study lies in its proposed fragmented professional readiness model, which conceptualizes teacher readiness as a multidimensional and misaligned construct, providing a novel framework for understanding and improving rubric-based assessment in language education.
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References
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