English Education Discourse: Development and Applicability of a Rubric for General English Writing

This study aims to explore the development and applicability of a rubric that can effectively diagnose and foster key competencies—future-oriented thinking, collaboration, and creativity—within university-level English reading and writing courses in the rapidly changing global and glocal era. Traditional assessments in general English education have been largely focused on grammar and reading accuracy, thereby showing limitations in measuring learners’ comprehensive competencies. In this regard, the present study sought to develop a multidimensional assessment rubric based on the theory of Competency-Based Education (CBE). The development process involved literature analysis, consultation with external experts, and reliability analysis using Cronbach’s alpha. As a result, the designed rubric proved to be an effective tool not only for assessing learners’ self-directed writing abilities, but also for diagnosing their problem-solving ability, creative thinking, and collaborative communication skills. Therefore, this study holds significance in that it provides a foundation for promoting teacher-learner interaction as well as for functioning as an assessment tool that enhances learning motivation and improves achievement levels. Future research could further examine its long-term educational effects and the scalability of the rubric across diverse student populations and disciplinary writing contexts.