Assessing the Assessment: Rubrics Training for Pre-Service and New In-Service Teachers

Autor/inn/en	Lovorn, Michael G.; Rezaei, Ali Reza
Titel	Assessing the Assessment: Rubrics Training for Pre-Service and New In-Service Teachers
Quelle	In: Practical Assessment, Research & Evaluation, 16 (2011) 16, (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1531-7714
Schlagwörter	Scoring Rubrics; Training; Preservice Teacher Education; Inservice Teacher Education; Preservice Teachers; Beginning Teachers; Reliability; Writing Evaluation + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; Ausbildung; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; Junior teacher; Junglehrer; Reliabilität
Abstract	Recent studies report that the use of rubrics may not improve the reliability of assessment if raters are not well trained on how to design and employ them effectively. The intent of this two-phase study was to test if training pre-service and new in-service teachers in the construction, use, and evaluation of rubrics would improve the reliability of their evaluations of writing assignments. Results of Phase 1 showed that raters were significantly influenced by mechanical characteristics of students' writing, and that using rubrics may not improve the reliability of assessment attributes if raters are not well trained on how to design and employ them effectively. Researchers asserted that without high quality, intense training, participants (N=355) who use rubrics to assess students' writing are usually just as subjective in their evaluative marks as those who do not use rubrics. In Phase 2, participants (N=55) received intense rubrics training prior to being presented with the two writing samples. Results of Phase 2 showed that rubrics training led to more reliable assessment of both writing samples. (Contains 7 tables.) (As Provided).
Anmerkungen	Dr. Lawrence M. Rudner. e-mail: editor@pareonline.net; Web site: http://pareonline.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10