Assessment Strategy and Process: Rubrics and Evidence Guides
Rubrics and Evidence Guides provide support to all parties in professional experience through providing clear and explicit communication documents outlining expectations for the placement and the assessment of its components. They both provide information as to specific indicators of practice – what needs to be developed and demonstrated for assessment.
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 indicators for early, mid and late stage professional development stages.
Rubrics provide frameworks that explicitly outline assessment criteria for particular assessable elements of teaching practice in accessible language. PSTs and their educators working with shared rubric or evidence guide documents have 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 and assists the communication between PSTs and their educators. Rubrics can be created for particular areas of practice, stages, individual needs and contexts.
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.