Supervisors' Untrained Postgraduate Rubric Use for Formative and Summative Purposes

Autor/inn/en	Postmes, Lieselotte; Bouwmeester, Rianne; de Kleijn, Renske; van der Schaaf, Marieke
Titel	Supervisors' Untrained Postgraduate Rubric Use for Formative and Summative Purposes
Quelle	In: Assessment & Evaluation in Higher Education, 48 (2023) 1, S.41-55 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Postmes, Lieselotte) ORCID (Bouwmeester, Rianne) ORCID (de Kleijn, Renske) ORCID (van der Schaaf, Marieke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2021.2021390
Schlagwörter	Supervisors; Graduate Students; Scoring Rubrics; Formative Evaluation; Summative Evaluation; Research Skills; Foreign Countries; Internship Programs; Netherlands + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Scoring formulas; Auswertungsbogen; Forschungsleistung; Ausland; Berufspraktische Ausbildung; Niederlande
Abstract	Using rubrics can benefit the quality of assessment and learning. However, the conditions that stimulate or obstruct these benefits have been insufficiently studied. One underinvestigated claim is that rubrics are no substitution for good instruction and assessment and that teachers need training in utilising them. This is relevant since teachers in daily practice often use rubrics without training. In this study, we investigated data from a rubric filled out by supervisors who were not specifically trained in its use and used the rubric voluntarily. The rubric was designed for assessment moments with a formative and summative purpose. Results of quantitative analyses of 313 rubric forms indicated that the rubric was used flexibly: supervisors vary in using the rubric for the formative and/or summative purpose and in the criteria they assess. More criteria were omitted during formative use than during summative use. Some of these omitted criteria were most predictive for the final grade. This raises serious concerns with respect to the tension between flexible rubric use and constructive alignment. To understand the quality of rubric use in education, future research is needed on supervisors' perceptions toward rubrics use. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01