Rubric-referenced assessment in teacher preparation: An opportunity to learn by using

Abstract

In Andrade and Du (2005), the authors discuss the ways in which students perceive and use rubrics to support learning in the classroom. In an effort to further examine the impact of rubrics on student learning, this study explored how rubrics impacted students learning, as well as whether using rubrics influenced the likelihood that they would use rubrics in the future as teachers. In this study, 45 undergraduate students enrolled in educational psychology were provided rubrics for each of the two writing assignments assigned during the semester. At the end of the semester, students were asked about their use of rubrics as well as the relationship between rubrics and performance. Student perceptions of rubric importance in learning underscored the findings in the earlier study (Andrade & Du, 2005), but also highlighted the importance of using rubrics as preservice teachers. Responses indicated that preservice teachers who used rubrics as students may be more likely to use rubrics in their own teaching.