Rubrics: Design and Use in Science Teacher Education

University of Arizona
Journal of Science Teacher Education 04/1999; 10(2):107-121. DOI: 10.1023/A:1009471931127
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Available from: Julie Luft, Apr 16, 2014
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    ABSTRACT: The present work reports an experiment in the application of rubrics, as an assessment tool, in different degree courses in the fields of engineering and architecture. The study involved 5 subjects, 7 teachers and a total of 170 students. We analyze the scores obtained by the students and the degree of satisfaction of both the students and the teachers, based on questionnaires developed specifically for this purpose.
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    ABSTRACT: The centrality of assessment for facilitating thinking, reasoning, and problem solving is well-documented and indisputable. Less apparent is how to create informative, yet practical measures for classroom use. Clearly, the changing of assessments alone will not in and of itself improve learning; teachers' beliefs and practices will need to be altered with various levels of support. The design of assessment situations can nevertheless have a substantial impact on the quality of information provided to teachers and students for instructional decision-making and meaningful learning. This report considers principles of informative assessments that improve teaching and learning by communicating learning goals, interpreting student performance, tracking progress over time, and suggesting appropriate corrective actions. The report describes several properties of assessment design that enable teachers and students to describe progress in terms of cognitive features of performance, and then act on that information to improve learning. Classroom assessment programs are reviewed across subject matters and grade levels in order to suggest essential design elements for tasks, score forms, and interpretive materials that maximize the information provided by assessment of performance and competence. These principles are not intended to be comprehensive, but are meant to highlight some promising areas for informative assessment research.
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    ABSTRACT: The traditional approach to the education of language minority students separates English language development from content instruction because it is assumed that English language proficiency is a prerequisite for subject matter learning. The authors of this article take the alternate view that the integration of inquiry science and language acquisition enhances learning in both domains. The report describes a conceptual framework for science–language integration and the development of a five-level rubric to assess teachers' understanding of curricular integration. The science–language integration rubric describes the growth of teacher expertise as a continuum from a view of science and language as discreet unrelated domains to the recognition of the superordinate processes that create a synergistic relationship between inquiry science and language development. Examples from teacher interviews are used to illustrate teacher thinking at each level. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 664–687, 2002
    Journal of Research in Science Teaching 09/2002; 39(8):664 - 687. DOI:10.1002/tea.10040 · 2.64 Impact Factor