Implementing rubric co-construction in ESL writing teaching.

This article focuses on the implementation of teacher-student rubric co-construction as an alternative formative assessment in an undergraduate ESL (English as a Second Language) university writing course. The study details a four-week process in which students and the instructor collaboratively developed a rubric for an annotated bibliography assignment, aiming to enhance students' self-regulation, understanding of writing criteria, and engagement in the writing process. Both teacher and student reflections indicate that rubric co-construction clarified expectations, supported self- and peer assessment, and shifted student focus from surface-level errors to content quality, although challenges included students' difficulty in evaluating sample texts and the rubric's length. The study offers a practical model for integrating rubric co-construction in ESL writing instruction, highlighting its potential to foster student agency and formative learning despite limitations related to sample size and context.