Teachers’ Implementation and Their Engagement of Students When Using Rubrics for Formative Assessment (Poster 12)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Emerging Issues in Classroom Assessment

Abstract

Teachers use rubrics for formative assessment, yet our understanding of their implementation for this purpose in K–12 classrooms lacks empirical research. Additionally, the influence of rubric design is yet to be studied, despite growing research on its importance (Panadero & Jönsson, 2020). Despite extensive research in both rubrics and formative assessment, findings are from both higher education and K–12 contexts. A study of the use of rubrics for FA limited to the K–12 context has not been undertaken. This study reports on a quantitative study drawing on data from a survey of 180 Australian teachers. The findings and discussion address this gap in the literature and demonstrate the importance of the findings for student engagement in formative assessment.

Author

• Narelle English, University of Melbourne