DESIGNING RUBRICS FOR PHONOLOGICAL PROFICIENCY IN MIDDLE SCHOOL LEARNERS

This article investigates the development of rubrics for middle school learners in the sphere of assessing phonological competence. Pronunciation, intonation, and fluency, as parts of phonological competence, play an imperative role in language proficiency (Harris, 2022). The significance of using clear, observable criteria for phonological assessments was shown in this study (Johnson & Smith, 2021). It outlines how we can use rubrics for developing a planned approach and improving instructional teaching methods. Additionally, it delves into obstacles to the effective establishment of diverse rubrics for different learner needs.