PROSPECTIVE TEACHERS PERCEPTIONS AND EXPERIENCES WITH GRADING RUBRICS A SURVEY STUDY

http://dx.doi.org/10.31703/gssr.2023(VIII-II).44      10.31703/gssr.2023(VIII-II).44      Published : Jun 2
Authored by : Tayyaba Tariq Mir , Amna Arif

44 Pages : 480-491

References

  • Akram, S., Butt, S., & Muhammad, Y. (2022). Elementary school teachers’ perspectives on the science textbook. Global Educational Studies Review, 7(3), 24–33. http://dx.doi.org/10.31703/gesr.2022(VII- III).03
  • Ali, I., Shah, S. M. H., & Gujjar, A. A. (2014). Continuous classroom assessment at the primary level. Journal of Educational Technology, 11(1), 15-21. https://files.eric.ed.gov/fulltext/EJ109859 9.pdf
  • Alvarez-Bell, R. M., Wirtz, D., & Bian, H. (2017). Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team- Based Learning Approach. Teaching & Learning Inquiry: The ISSOTL Journal, 5(2). https://doi.org/10.20343/teachlearninqu.5 .2.10
  • Andrade, H. (2005). Teaching With Rubrics: The Good, the Bad, and the Ugly. College Teaching, 53(1), 27–31. https://doi.org/10.3200/ctch.53.1.27-31
  • Anwar, S., Muhammad, Y., & Bokhari, T. B. (2022). Teachers’ intentions & challenges concerning e-assessment at the virtual university of Pakistan: A phenomenological study. Research Journal of Social Sciences & Economics Review, 3(2), 92-101. https://ojs.rjsser.org.pk/index.php/rjsser/a rticle/view/491
  • Batterton, K. A., & Hale, K. N. (2017). The Likert Scale What It Is and How To Use It. Phalanx, 50(2), 32–39. http://www.jstor.org/stable/26296382
  • Bocala, C., & Boudett, K. P. (2015). Teaching Educators Habits of Mind for Using Data Wisely. Teachers College Record, 117(4), 1– 20. https://doi.org/10.1177/01614681151170 0409
  • Brookhart, S. M., & Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67(3), 343–368. https://doi:10.1080/00131911.2014.9295 65
  • Brooks, G. (2013). Assessment and Academic Writing : A Look at the Use of Rubrics in the Second Language Writing Classroom.Kwansei Gakuin University Humanities Review, 17, 227–240. http://ci.nii.ac.jp/naid/120005248430
  • Creswell, J. W. (2013). Qualitative inquiry & research design : choosing among five approaches. In Sage eBooks. http://ci.nii.ac.jp/ncid/BB0916837 0
  • Earl, L., & Timperley, H. (2009). Professional Learning Conversations: Challenges in Using Evidence for Improvement. In Springer eBooks. https://doi.org/10.1007/978-1- 4020-6917-8
  • Farooq, M., Ahmed, K., & Farooq, S. (2020). Introducing self-assessment for evaluating learners in Pakistan. Global Social Sciences Review, V, 120-136. https://doi:10.31703/gssr.2020(V-IV).14
  • Gul, R. B., Tharani, A., Lakhani, A., Rizvi, N. F., & Ali, S. K. (2016). Teachers’ perceptions and practices of written feedback in higher education. World Journal of Education, 6(3), 10–20. https://doi:10.5430/wje.v6n3p10
  • Hejji Alanazi, M. (2019). A study of the preservice trainee teachers’ problems in designing lesson plans. Arab World English Journal, 10(1), 166–182. https://doi:10.24093/awej/vol10no1.15
  • Imran, A., Muhammad, Y., & Waqar, Y. (2022). Prospective teachers’ conceptions of reflective teaching: A qualitative study. Research Journal of Social Sciences & Economics Review, 3(3), 75-82. https://ojs.rjsser.org.pk/index.php/rjsser/a rticle/view/495
  • Jeong, H. (2015). Rubrics in the classroom: do teachers really follow them? Language Testing in Asia, 5(1). https://doi.org/10.1186/s40468-015-0013- 5
  • Kiruthika, R., Adrian, M. L., & Adrian, M. L. (2020). Beyond fairness and consistency in grading: The role of rubrics in higher education. Diversity and Inclusion in Global Higher Education. https://doi:10.1007/978- 981-15-1628-3_3
  • Atay, M. E. (2017). English language teachers’ assessment literacy: the Turkish context. Dil Dergisi, 0(168), 43–60. https://doi.org/10.1501/dilder_00000002 37
  • Arshad, M., & Romatoski, R. R. (2020). Effective Learning Strategies: Grading Rubric to Enhance Student Learning. In 2020 ASEE Virtual Annual Conference Content Access Proceedings. https://doi.org/10.18260/1-2-- 34498
  • Nkhoma, M., Thomas, S. N., & Le, N. (2020). The Role of Rubrics in Learning and Implementation of Authentic Assessment: A Literature Review. Informing Science and IT Education Conference. Informing Science Institute. https://doi.org/10.28945/4606
  • Kutlu, Ö., Bilican, S., & Yıldırım, Ö. T. (2010). A study on the primary school teachers’ attitudes towards rubrics with reference to different variables. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2010.03. 880
  • Oo, C. Z., Alonzo, D., & Davison, C. (2021). Pre- service Teachers’ Decision-Making and Classroom Assessment Practices. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.62810 0
  • Pervez, K., Muhammad, Y., & Waqar, Y. (2022). Higher-order thinking: An analysis of the prescribed versus tested curricula in private secondary schools in Pakistan. Journal of Social Sciences Advancement, 3(3), 165-175. https://doi.org/10.52223/JSSA22-030308- 44
  • Qasim, A., & Qasim, Z. (2015). Using rubrics to assess writing: Pros and cons in Pakistani teachers’ opinions. Journal of Literature, Languages and Linguistics, 16, 51-58. https://www.iiste.org/Journals/index.php/ JLLL/article/view/27152
  • Ragupathi, K., & Lee, A. V. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In Springer eBooks (pp. 73–95). https://doi.org/10.1007/978-981-15-1628- 3_3
  • Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435– 448. https://doi.org/10.1080/02602930902862 859
  • Reynolds-Keefer, L. (2010). Rubric-referenced assessment in teacher preparation: An opportunity to learn by using. Practical Assessment, Research and Evaluation, 15(1), 8. https://doi.org/10.7275/psk5-mf68
  • Sekartini, R., & Purnawarman, P. (2019). Teachers’ Perception toward Planning and Implementing Teacher-made Rubrics of EFL Students’ Writing Assessment. In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). https://doi.org/10.2991/conaplin- 18.2019.69
  • Saeed, M., Tahir, H., & Latif, I. (2018). Teachers’ perceptions about the use of classroom assessment techniques in elementary and secondary schools. Bulletin of Education and Research, 40(1), 115-130. https://files.eric.ed.gov/fulltext/EJ120981 8.pdf
  • Teng, F. (2017). Emotional development and construction of teacher identity: Narrative interactions about the prospective teachers’ practicum experiences. Australian Journal of Teacher Education, 42(11), 117–134. https://doi.org/10.14221/ajte.2017v42n11 .8
  • Weigle, S. C. (1994). Effects of training on raters of ESL compositions. Language Testing, 11(2), 197– 223. https://doi.org/10.1177/0265532294 01100206
  • Ragupathi, K., & Lee, A. V. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In Springer eBooks (pp. 73– 95). https://doi.org/10.1007/978-981-15- 1628-3_3

References

  • Akram, S., Butt, S., & Muhammad, Y. (2022). Elementary school teachers’ perspectives on the science textbook. Global Educational Studies Review, 7(3), 24–33. http://dx.doi.org/10.31703/gesr.2022(VII- III).03
  • Ali, I., Shah, S. M. H., & Gujjar, A. A. (2014). Continuous classroom assessment at the primary level. Journal of Educational Technology, 11(1), 15-21. https://files.eric.ed.gov/fulltext/EJ109859 9.pdf
  • Alvarez-Bell, R. M., Wirtz, D., & Bian, H. (2017). Identifying Keys to Success in Innovative Teaching: Student Engagement and Instructional Practices as Predictors of Student Learning in a Course Using a Team- Based Learning Approach. Teaching & Learning Inquiry: The ISSOTL Journal, 5(2). https://doi.org/10.20343/teachlearninqu.5 .2.10
  • Andrade, H. (2005). Teaching With Rubrics: The Good, the Bad, and the Ugly. College Teaching, 53(1), 27–31. https://doi.org/10.3200/ctch.53.1.27-31
  • Anwar, S., Muhammad, Y., & Bokhari, T. B. (2022). Teachers’ intentions & challenges concerning e-assessment at the virtual university of Pakistan: A phenomenological study. Research Journal of Social Sciences & Economics Review, 3(2), 92-101. https://ojs.rjsser.org.pk/index.php/rjsser/a rticle/view/491
  • Batterton, K. A., & Hale, K. N. (2017). The Likert Scale What It Is and How To Use It. Phalanx, 50(2), 32–39. http://www.jstor.org/stable/26296382
  • Bocala, C., & Boudett, K. P. (2015). Teaching Educators Habits of Mind for Using Data Wisely. Teachers College Record, 117(4), 1– 20. https://doi.org/10.1177/01614681151170 0409
  • Brookhart, S. M., & Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67(3), 343–368. https://doi:10.1080/00131911.2014.9295 65
  • Brooks, G. (2013). Assessment and Academic Writing : A Look at the Use of Rubrics in the Second Language Writing Classroom.Kwansei Gakuin University Humanities Review, 17, 227–240. http://ci.nii.ac.jp/naid/120005248430
  • Creswell, J. W. (2013). Qualitative inquiry & research design : choosing among five approaches. In Sage eBooks. http://ci.nii.ac.jp/ncid/BB0916837 0
  • Earl, L., & Timperley, H. (2009). Professional Learning Conversations: Challenges in Using Evidence for Improvement. In Springer eBooks. https://doi.org/10.1007/978-1- 4020-6917-8
  • Farooq, M., Ahmed, K., & Farooq, S. (2020). Introducing self-assessment for evaluating learners in Pakistan. Global Social Sciences Review, V, 120-136. https://doi:10.31703/gssr.2020(V-IV).14
  • Gul, R. B., Tharani, A., Lakhani, A., Rizvi, N. F., & Ali, S. K. (2016). Teachers’ perceptions and practices of written feedback in higher education. World Journal of Education, 6(3), 10–20. https://doi:10.5430/wje.v6n3p10
  • Hejji Alanazi, M. (2019). A study of the preservice trainee teachers’ problems in designing lesson plans. Arab World English Journal, 10(1), 166–182. https://doi:10.24093/awej/vol10no1.15
  • Imran, A., Muhammad, Y., & Waqar, Y. (2022). Prospective teachers’ conceptions of reflective teaching: A qualitative study. Research Journal of Social Sciences & Economics Review, 3(3), 75-82. https://ojs.rjsser.org.pk/index.php/rjsser/a rticle/view/495
  • Jeong, H. (2015). Rubrics in the classroom: do teachers really follow them? Language Testing in Asia, 5(1). https://doi.org/10.1186/s40468-015-0013- 5
  • Kiruthika, R., Adrian, M. L., & Adrian, M. L. (2020). Beyond fairness and consistency in grading: The role of rubrics in higher education. Diversity and Inclusion in Global Higher Education. https://doi:10.1007/978- 981-15-1628-3_3
  • Atay, M. E. (2017). English language teachers’ assessment literacy: the Turkish context. Dil Dergisi, 0(168), 43–60. https://doi.org/10.1501/dilder_00000002 37
  • Arshad, M., & Romatoski, R. R. (2020). Effective Learning Strategies: Grading Rubric to Enhance Student Learning. In 2020 ASEE Virtual Annual Conference Content Access Proceedings. https://doi.org/10.18260/1-2-- 34498
  • Nkhoma, M., Thomas, S. N., & Le, N. (2020). The Role of Rubrics in Learning and Implementation of Authentic Assessment: A Literature Review. Informing Science and IT Education Conference. Informing Science Institute. https://doi.org/10.28945/4606
  • Kutlu, Ö., Bilican, S., & Yıldırım, Ö. T. (2010). A study on the primary school teachers’ attitudes towards rubrics with reference to different variables. Procedia - Social and Behavioral Sciences. https://doi.org/10.1016/j.sbspro.2010.03. 880
  • Oo, C. Z., Alonzo, D., & Davison, C. (2021). Pre- service Teachers’ Decision-Making and Classroom Assessment Practices. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.62810 0
  • Pervez, K., Muhammad, Y., & Waqar, Y. (2022). Higher-order thinking: An analysis of the prescribed versus tested curricula in private secondary schools in Pakistan. Journal of Social Sciences Advancement, 3(3), 165-175. https://doi.org/10.52223/JSSA22-030308- 44
  • Qasim, A., & Qasim, Z. (2015). Using rubrics to assess writing: Pros and cons in Pakistani teachers’ opinions. Journal of Literature, Languages and Linguistics, 16, 51-58. https://www.iiste.org/Journals/index.php/ JLLL/article/view/27152
  • Ragupathi, K., & Lee, A. V. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In Springer eBooks (pp. 73–95). https://doi.org/10.1007/978-981-15-1628- 3_3
  • Reddy, Y. M., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435– 448. https://doi.org/10.1080/02602930902862 859
  • Reynolds-Keefer, L. (2010). Rubric-referenced assessment in teacher preparation: An opportunity to learn by using. Practical Assessment, Research and Evaluation, 15(1), 8. https://doi.org/10.7275/psk5-mf68
  • Sekartini, R., & Purnawarman, P. (2019). Teachers’ Perception toward Planning and Implementing Teacher-made Rubrics of EFL Students’ Writing Assessment. In Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018). https://doi.org/10.2991/conaplin- 18.2019.69
  • Saeed, M., Tahir, H., & Latif, I. (2018). Teachers’ perceptions about the use of classroom assessment techniques in elementary and secondary schools. Bulletin of Education and Research, 40(1), 115-130. https://files.eric.ed.gov/fulltext/EJ120981 8.pdf
  • Teng, F. (2017). Emotional development and construction of teacher identity: Narrative interactions about the prospective teachers’ practicum experiences. Australian Journal of Teacher Education, 42(11), 117–134. https://doi.org/10.14221/ajte.2017v42n11 .8
  • Weigle, S. C. (1994). Effects of training on raters of ESL compositions. Language Testing, 11(2), 197– 223. https://doi.org/10.1177/0265532294 01100206
  • Ragupathi, K., & Lee, A. V. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In Springer eBooks (pp. 73– 95). https://doi.org/10.1007/978-981-15- 1628-3_3

Cite this article

APA

CHICAGO

    CHICAGO : Mir, Tayyaba Tariq, and Amna Arif. 2023. "Prospective Teachers' Perceptions and Experiences with Grading Rubrics: A Survey Study." Global Social Sciences Review, VIII (II): 480-491 doi: 10.31703/gssr.2023(VIII-II).44

HARVARD

    HARVARD : MIR, T. T. & ARIF, A. 2023. Prospective Teachers' Perceptions and Experiences with Grading Rubrics: A Survey Study. Global Social Sciences Review, VIII, 480-491.

MHRA

    MHRA : Mir, Tayyaba Tariq, and Amna Arif. 2023. "Prospective Teachers' Perceptions and Experiences with Grading Rubrics: A Survey Study." Global Social Sciences Review, VIII: 480-491

MLA

    MLA : Mir, Tayyaba Tariq, and Amna Arif. "Prospective Teachers' Perceptions and Experiences with Grading Rubrics: A Survey Study." Global Social Sciences Review, VIII.II (2023): 480-491 Print.

OXFORD

    OXFORD : Mir, Tayyaba Tariq and Arif, Amna (2023), "Prospective Teachers' Perceptions and Experiences with Grading Rubrics: A Survey Study", Global Social Sciences Review, VIII (II), 480-491

TURABIAN

    TURABIAN : Mir, Tayyaba Tariq, and Amna Arif. "Prospective Teachers' Perceptions and Experiences with Grading Rubrics: A Survey Study." Global Social Sciences Review VIII, no. II (2023): 480-491. https://doi.org/10.31703/gssr.2023(VIII-II).44