Scoring rubrics are useful tools that can be used to grade students’ work and performances in education. Researchers recommend frequent use of rubrics since they provide definitions of desired and expected qualities of a successful work. Scoring rubrics help students to understand what they need to keep in mind prior to and during completing their assignments. After completing their assignments, students can gain accurate and meaningful feedback if their teachers assess their performances through rubrics as well. In fact, rubrics not only give feedback to students they also inform teachers about the effectiveness of their instruction and their students’ strengths and weaknesses. Throughout an academic year, teachers give numerous assignments that need to be graded accurately and objectively. Thus, teachers are expected to be knowledgeable about using rubrics as a grading tool. The study explains the reasons behind teachers’ decisions whether they utilize rubrics or not in their language arts courses. It also investigates the knowledge and awareness of teachers regarding scoring rubrics. In this qualitative study, data is collected through a survey answered by elementary school and middle school teachers (n=60) working both in public and private elementary schools located in Ankara, the capital city of Turkey. For this purpose, a form that was developed by the researchers was distributed to all of the teachers. Data from the study will be analysed though the method of content analysis.