A Case Study on a Student-Generated Use of Rubric in a University Report Writing Course for Intermediate Foreign Undergraduate Students

This study presents a case of applying a student-generated rubric in the context of assessment for learning, specifically in a university report writing course for intermediate-level foreign undergraduate students in Korean. The rubric construction activities were conducted after learning about the characteristics and methods of report writing, just before the drafting stage. Students constructed rubrics by selecting important items from the given criteria, a process that was facilitated through group discussions. The results of the learners’ rubric construction activities helped identify the elements that students perceived as critical in report writing. Additionally, learners positively evaluated the rubric construction activities, noting that they were beneficial in the report writing process and allowed them to independently address deficiencies in their reports. This suggests that rubric construction activities can be applied not only as an assessment tool but also as an instructional tool, demonstrating their utility in fostering learners’ self-directed learning attitudes.