Résumé:
The current study aims at investigating the efficiency of using essay scoring rubrics in
increasing learners’ self-efficacy. It also attempts to examine the effectiveness of using this
assessment tool in enhancing the students’ level of performance and scores. Hence, this study
has hypothesized that using essay scoring rubrics while assessing learners’ compositions
would affect their self-efficacy. To prove or reject the aforementioned hypothesis, a mixed
method which encompassed a one group quasi-experimental study and two questionnaires
has been followed. The quasi-experiment has started by administering a pre-test to forty one
second year students at the department of English in 8 Mai 1945- Guelma- University,
without the use of rubrics. After that, the rubric has been introduced to the students in written
expression sessions in order to be familiar with it, its role, its content, and the way it is used.
By the end of the experiment, a post-test attached to a scoring rubric has been administered
with the same sample. Besides the experiment, two questionnaires have been distributed to
twenty one teachers of written expression and fifty eight second year students from the
department of English. Both questionnaires aimed at probing the teachers’ and students’
attitudes with reference to the topic in question. The scores of both tests have been compared
using the T-test paired sample to test the hypothesis. The analysis of the students’ scores and
the results proved the positive effect of scoring rubrics in enhancing students’ scores.
Moreover, the obtained findings from the questionnaires revealed that the majority of the
respondents share positive attitudes toward the importance of using scoring rubric and its
positive impact on the learners’ self-efficacy. Accordingly, some practical recommendations
were suggested to teachers in order to apply techniques that help in increasing students’ self-efficacy and improving their writing ability.