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This research aimed at finding out the perceptions of English teaching staff (ETS) of FKIPUR, FKIPUIR, FTUIN Susqa, and state secondary schools in Pekanbaru, Indonesia towards a project-based assessment rubric viewed from the aspects of content, organization, and language (COL). Perceptions in this context dealt with two aspects; namely, the accuracy and the practicality of various constructs included in a project-based assessment rubric. The research findings showed that all ETS had high level of perceptions on the aspect of accuracy (3.84 – 4.10); however, they had moderate level of perceptions on the constructs of format, critical instructions & activities to do, and interval in terms practicalities (3.48 – 3.66). Qualitatively, the aspects of language should not be assessed in more detail; and capitalization along with punctuation should be linked with writing mechanics. Finally, hypothesis testing showed that there was no significant difference in ETS’ perceptions toward the project-based assessment rubric viewed from the variants of institutions, fields of study, academic qualifications, teaching experience, and training. DOI: 10.5901/mjss.2015.v6n4s3p463

Perceptions on Project-Based Assessment Rubrics: A Rubric Design for Indonesian School Contexts