Assessment Strategy and Process: Rubrics and Evidence Guides
Relevant Evidence Guides linked to Standards can assist both formative and summative assessment processes. Evidence Guides provide a range of suggested indicators that may need to be demonstrated and attained to meet a particular Standard. Evidence Guides ideally provide specific developmental indicators, descriptors of evidence pertinent to early, mid and late stage professional learning and performance.
Rubrics are developed to explicitly outline assessment criteria for particular assessable elements of teaching practice in clear language. A particular assessment task – for example production of a lesson plan and its implementation- may be guided by a focussed rubric which clearly sets out elements of practice to be demonstrated within the task. The rubric would provide description of aspects of the task possibly against a grading scale – ie Exceeds Expectations, Meets Expectations. Annotation of practice against a rubric provides clear feedback on aspects of practice observed and evaluated.
A rubric may:
- provide the framework for explicit evidence production and collection.
- provide descriptors of different levels of attainment relevant to assessment criteria
- provide a framework to assist assessors giving the PST explicit feedback
- be developed specifically for a particular PST, context, aspect of practice, ‘at risk’ situation
- be developed by the university, supervising teacher, individually or collaboratively, as well as by the PST.
- provide a structuring framework for a portfolio
- be focussed toward the planning, delivery and evaluation of a series of lessons required to meet the learning needs of a specific group of students for example.
PSTs and their educators working with shared rubric or evidence guide documents can develop clearer common understandings of what is required and needing to be demonstrated during a placement. Such shared understanding contributes to a more equitable assessment process.