Journal of English Language Teaching and Applied Linguistics, 1(1), 16-31 16 Teacher Perspicacity to Using Rubrics in Students’ EFL Learning and Assessment Vipin Sharma English Language Institute, Jazan University, Kingdom of Saudi Arabia *Corresponding Author: Dr. Vipin Sharma; vipin_parashar@yahoo.co.in ABSTRACT There have been several researches going on about using rubrics to foster students’ l earning in writing context abetting their performance. But there is a dearth of studies on teacher perspicacity to students’ rubric use in English as a foreign language context and fewer studies have investigated how teacher constructive approach affects rubric effectiveness endorsing student EFL learning and assessment. The paper reports the findings workshop-based inquiry into teachers’ perception of using analytic rubric in students’ EFL learning and self - assessment in writing context and the factors affecting its efficacy. The data was collected during the workshop on rubrics that included forty English teachers at Jazan University. Results showed that the rubric was employed professed as a handy evaluative and instructional tool for nurturing students’ learning, self-assessment and self- regulation. The teacher should steer students consistently through meticulous planning, guidance, performance indicators and criteria, robust design, evaluation and feedback. The findings are discussed with reference to Saudi students’ attitude to EFL and design features of rubrics. Propositions drawn invite attention for seminal use of rubrics in classroom and advance teachers’ perspicacity to rubrics. Finally, it promotes students’ autonomy, sense of pride and belonging to their work, self-regulation, peer evaluation, virtual learning milieu and efficacy. KEY WORDS: EFL writing; rubric; self-assessment; teacher perspicacity INTRODUCTION Begin with an adage ‘Learning is from womb to tomb’; learning treated as a worldwide phenomenon for all mankind today, has taken a central stage in the most dynamic and vibrant academic scenario. This volatile milieu constitutes a triangle: student, teacher and environment, which needs prompt action to address students’ problems. This study would strive constructively sort out the grave issues i n writing skill using rubrics that develops and enhances students’ learning and assessment through consistent supervision, standard criteria and feedback mechanism. The rubric design, evaluation principle and application of global standards have imposed immense challenges to EFL teachers to transform and take on new approach to contribute and affix utmost to students’ language learning. Use of rubric both as an instructional and evaluation tools dictates well defined goals, robust-flexible design, key performance indicators and predetermined standards setting the tone for the effective teaching and learning. The effective use of rubric empowers and motivates the students to put in best in time to develop a sense of pride, belonging, autonomy and accountability on each practice rectifying the mistakes through elucidation of rubrics, guidance, feedback, self-reflection, and peer evaluation. Jonsson and Svingby (2007) stated that use of rubric in teaching facilitates student self and peer assessment, especially for aiding them to generate self and peer feedback. Besides, it also improves the efficiency of teachers’ grading of student work, helping them justify the scores assigned to student performance (Andrade 2000).