This classroom-based action research (CBAR) corroborated our belief in the valuable role rubrics play in a tertiary L2 writing context where English is the medium of instruction. The three-stage CBAR involved ongoing discussions between us, two writing teacher-researchers, as we adapted our teaching and assessment strategies to explore the potential of rubrics as formative tools. This study confirmed the proactive role rubrics could play in teaching writing and promoting successful partnerships between teachers and students during the assessment process. The multifaceted function of rubrics as driver of change in practitioners’ approaches to teaching and assessing writing as well as a tool that enables students to take ownership of the different stages of their writing was a major finding of our study.

这项基于课堂的行动研究 (CBAR) 证实了我们的信念，即量规在以英语为教学语言的第三语言写作环境中发挥的重要作用。三阶段的 CBAR 涉及我们（两位写作教师和研究人员）之间的持续讨论，因为我们调整了我们的教学和评估策略，以探索量规作为形成工具的潜力。这项研究证实了在评估过程中，量规可以在教授写作和促进教师和学生之间的成功伙伴关系方面发挥积极作用。量规的多方面功能是从业者改变写作教学和评估方法的驱动力，也是一种使学生能够掌握写作不同阶段的工具，这是我们研究的一个主要发现。