This study examines the use of gamified rubrics as an alternative approach to self-assessment in higher education, with a focus on their application in English language instruction. Based on theoretical perspectives of educational gamification, self-regulated learning, and reflective pedagogy, the research introduces a modified rubric design that incorporates visual elements, level-based progression, and achievement-oriented feedback. The study follows a qualitative, practice-based research design that includes classroom observations, analysis of students’ self-assessment artifacts, and reflective feedback collected during instructional practice.

The results demonstrate that the implementation of gamified rubrics leads to increased student engagement in self-assessment activities and promotes higher levels of reflective awareness. Learners demonstrated greater confidence in evaluating their own performance, a clearer understanding of assessment criteria, and less anxiety related to evaluation. The findings suggest that gamified rubrics can effectively reframe self-assessment as an interactive and learner-oriented process, thereby enhancing the overall quality of assessment practices in higher education.

Gamified rubrics, self-assessment, higher education

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