Perceptions and practices of teachers about assessment rubrics as effective feedback
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Date
2023-01-21
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UMT Lahore
Abstract
This mixed-method study focuses on exploring and investigating the perceptions and experiences of the prospective teachers at present along with their intentions for the future related to the effectiveness of feedback in the form of rubrics at pre-primary-level schools in Punjab. The gained knowledge of the prospective teachers about assessment-related learning theories, the types of assessment, especially the effective use of rubrics, its impacts on their learning and readiness for assessing with as much unbiased approach as possible, and their level of awareness of the quality of the provided theory and supervised practice demonstrated through the ability and proficiency of their teachers are the focal points of this study at hand.
The research has been conducted through a sequential explanatory (mixed methods) design survey. The pilot study was conducted first, as a pilot plan, on a sample of 100 participants through the snowball sampling technique to fill up the questionnaire earlier this year mainly through Google forms due to the after-effects of COVID-19. Later, a sample of 400 prospective teachers was selected through purposive sampling, studying in the education department of four universities in Lahore (Punjab).
The data was collected in two phases; quantitative data collection through a survey with analysis, and qualitative data collection (interviews) and analysis with a larger focus on quantitative data (survey) that informed interviews. The results show that the inefficacy and inefficiency of the teaching materials and instructional methods are prevalent to teach and practice rubrics as effective feedback. This study serves as the basis for further studies to explore the possible solutions for the effective implementation of rubrics instead of the traditional assessment methods across the school levels for achieving higher-order learning outcomes through aligned learning activities.