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ERIC Number: EJ1052581
Record Type: Journal
Publication Date: 2014
Pages: 20
Abstractor: As Provided
Reference Count: 36
Are We There Yet? Using Rubrics to Support Progress toward Proficiency and Model Formative Assessment
Kinne, Lenore J.; Hasenbank, Jon F.; Coffey, David
AILACTE Journal, v11 n1 p109-128 Fall 2014
Classroom assessment, especially formative assessment, is one of the most challenging areas for new teachers, so it is imperative that teacher educators model effective classroom assessment practices. This article describes the use of rubrics in formative assessment, to support candidates in their progress toward mastery of course outcomes and to model effective formative assessment. A rationale for the use of rubrics in formative assessment, embedded in the literature, is followed by an example of how each author has used rubrics during the learning process to enhance learning and contribute to a supportive learning environment in their teacher education courses. Recommendations are made for requiring candidates to engage in rubric-based self- and peer evaluation and involving them in co-construction of rubrics.
Association of Independent Liberal Arts Colleges for Teacher Education. 1903 Princeton Avenue, St. Paul, MN 55105. Tel: 651-690-8949; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A