Assessing Linguocultural Competence in Secondary EFL Education: Developing a Four-Dimensional Performance Rubric

Abstract

This article develops a prototype analytic rubric for assessing linguocultural competence among pupils in 7th and 8th grades in Uzbekistan. Using a document-based, theory-informed approach, it refines an existing doctoral framework into four assessment dimensions: cognitive, communicative-pragmatic, linguocultural-interpretive, and reflective-axiological competence. Each dimension includes low, medium, and high performance descriptors linked to proposed tasks involving contextual interpretation, role play, cultural explanation, and structured reflection. The rubric distinguishes insufficient evidence from low performance and is designed to support targeted formative feedback. The study focuses on conceptual development and task alignment. It does not provide empirical evidence of reliability, validity, or classroom effectiveness. The resulting framework offers a context-sensitive starting point for assessing linguocultural competence in secondary EFL education. Further research should examine the clarity of the descriptors, learners’ responses to the tasks, and agreement between independent assessors before the rubric is used to guide assessment decisions