Assessing the Impact of Self-Evaluation Rubrics on Participation: Creating Equity and Empathy in the Classroom

Grading classroom participation is a common practice in educational institutions, yet it is problematic. This is especially true in English as a Second Language (ESL) or English as a Foreign Language (EFL) contexts, which often involve multiple cultures. In marking class participation, language teachers rely on judgements which can be subjective, culturally biased, or unfair to students from non-Western backgrounds. Despite the prevalence of class participation assessment and grading, this practice remains underinvestigated. This study explores how a structured self-evaluation rubric can support equitable grading and promote culturally responsive pedagogy (CRP) and assessment (CRA). Over eight weeks, 39 undergraduate EFL students at a public university in Ecuador used a self-evaluation rubric to assess their class participation. Data was collected through a structured questionnaire and follow-up interviews and statistically analyzed. The analysis of the data indicated that students supported the use of self-evaluation rubrics (RQ1) and described them as clear, fair, and beneficial. Further, self-evaluation rubrics provided opportunities for students to identify factors influencing their classroom engagement (RQ2), and students reported that their participation improved because of regular self-evaluation (RQ3). By incorporating CRP and CRA principles into ESL and EFL classrooms, language educators can create environments that support diverse learners’ growth, agency, and belongingness.