A conceptual model of assessing teaching performance and intellectual development of teacher candidates: a pilot study in the US

A review of rubric use in higher education

“…Studies of rubrics in higher education have been undertaken in a wide range of disciplines in higher education, and for multiple purposes, including increasing student achievement, improving instruction and evaluating programmes. While the potential of rubrics to identify changes and improvements in course delivery and design has been demonstrated in four studies (Powell 2001;Dunbar, Brooks and Kubicka-Miller 2006;Knight 2006;Song 2006), the same amount of attention has not yet been paid to its usefulness in programme assessment. The limited research available, however, posits programme assessment as an area where rubrics can be used effectively (Petcov and Petcova 2006).…”

“…The results were used to identify areas in need of improvement and to make changes to the library tutorial. Song (2006) and Powell (2001) also illustrated the usefulness of rubrics in assessing the effectiveness of courses. Song tested a model to assess teacher candidates' (N = 282) growth in teaching performance, as well as intellectual and ethical readiness through performance-based artefacts rather than through test scores.…”

“…Song 2006) delve into how the diagnostic feedback gained by the use of a rubric can be used to identify areas for improvement in instruction, other researchers use rubrics solely to evaluate student work (Campbell 2005;Tunon and Brydges 2006). Andrade (2005) has argued that rubrics can serve instructional as well as evaluative purposes.…”

“…However, the rubric that was handed out with the assignment was rated as useful by 88% of the students, as compared to the 10% who found the rubric useful when it was provided only with a final grade. For these and other reasons, researchers stress the instructional value of rubrics and urge instructors to use them as instructional guides, not just grading tools (Andrade 2000;Osana and Seymour 2004;Tierney and Simon 2004;Song 2006).…”

The Impact of Using Rubrics as Assessment Tools on Pupils’ Academic Performance in Senior Secondary Mathematics: A case of Malela Secondary School, Copperbelt Province, Zambia.

“…Brookhart (2013) in her discussion stated that analytic rubrics are useful in the classroom since the scoring criteria can help teachers and pupils identify pupils' strengths and weakness while the holistic is usually used for large-scale assessment because it is thought to be easy to use, but both types of rubrics are used to maintain consistency in marking across students' work as well as between different markers. Song (2006) added that providing feedback in a classroom through rubrics has been found to have a powerful impact on pupils' learning and seen as an inherent catalyst for self-regulated activities, hence the reason to consider a rubric as an assessment tool. Rubrics provide timely and constructive feedback to help learners understand how to conceptualize high levels of achievement in performance, (Moskal,2000).In this regard, if rubrics are to be used in any teaching and learning process, the learners need to be exposed to them (rubrics) before any given task so as to allow the teacher(s) to explain their expectations, standards and evaluation criteria, (Andrade, 2001).Where and when a rubric is used does not depend on the grade level or subject, but rather on the purpose of the assessment (Brookhart, 2003).…”