Assessment for learning or assessment for scoring? Washback of analytic rubrics in Vietnamese EFL classrooms

This study investigates the washback effects of EFL lecturers’ use of analytic rubrics for assessing students’ writing performance in Vietnamese higher education. Although analytic rubrics are widely promoted for enhancing assessment transparency and supporting student learning, little is known about how lecturers implement them in practice and how their use influences teaching and learning behaviors. Drawing on Washback Theory and Assessment for Learning principles, this qualitative study involved semi-structured interviews with nine Vietnamese EFL lecturers across two institutions, representing novice, mid-career, and near-end-career stages. Thematic analysis revealed considerable variation in rubric implementation: novice lecturers tended to use rubrics rigidly for scoring, while more experienced lecturers integrated rubrics into instructional processes to support student learning. Lecturers’ perceptions of rubrics evolved over time, with greater teaching experience leading to a more formative and reflective use, although institutional constraints sometimes limited their flexibility. Rubric use often helped clarify writing expectations and supported student self-monitoring, but it sometimes led to formulaic writing when not well integrated into instruction. These findings highlight the dynamic, context-dependent nature of rubric washback and underscore the need for sustained professional development, culturally responsive rubric design, and institutional support to promote the effective use of assessment tools in EFL writing classrooms.