Are We There Yet? Using Rubrics to Support Progress toward Proficiency and Model Formative Assessment

Autor/inn/en	Kinne, Lenore J.; Hasenbank, Jon F.; Coffey, David
Titel	Are We There Yet? Using Rubrics to Support Progress toward Proficiency and Model Formative Assessment
Quelle	In: AILACTE Journal, 11 (2014) 1, S.109-128 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Scoring Rubrics; Formative Evaluation; Learning Processes; Teacher Education; Peer Evaluation; Self Evaluation (Individuals); Holistic Approach; Student Motivation; Student Evaluation; Evaluation Methods + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Learning process; Lernprozess; Lehrerausbildung; Lehrerbildung; Holistischer Ansatz; Schulische Motivation; Schulnote; Studentische Bewertung
Abstract	Classroom assessment, especially formative assessment, is one of the most challenging areas for new teachers, so it is imperative that teacher educators model effective classroom assessment practices. This article describes the use of rubrics in formative assessment, to support candidates in their progress toward mastery of course outcomes and to model effective formative assessment. A rationale for the use of rubrics in formative assessment, embedded in the literature, is followed by an example of how each author has used rubrics during the learning process to enhance learning and contribute to a supportive learning environment in their teacher education courses. Recommendations are made for requiring candidates to engage in rubric-based self- and peer evaluation and involving them in co-construction of rubrics. (As Provided).
Anmerkungen	Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail: erns0039@umn.edu; Web site: http://www.ailacte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01