Improving Written Feedback: How Directions and Rubrics Impact the Quality of Written Feedback of Preservice Teachers

• In Event: Teachers' Conceptions of Fairness, Decision Rationales, and Formative Assessment and Feedback Practices in Classroom Assessment

Abstract

This study is designed to determine if viewing analytical rubrics before engaging in application and transfer of knowledge tasks helps pre-service teachers more than viewing holistic rubrics. We examined the impact of two strategies known to positively impact learning: rubrics to communicate expectation and value statements. One hundred and fifty pre-service teachers participated and were randomly assigned to one of four conditions. The results indicated groups who studied analytical rubrics before engaging in an assessment task transferred their knowledge of feedback better than those pre-service teachers who viewed holistic rubrics. Additionally, the inclusion of a value statement does positively impact pre-service teacher’s ability to transfer their learning on feedback.

Authors

• Carolyn J. Hushman, University of New Mexico

• Glenn Foster Hushman, University of New Mexico

• Tiara Rose Johnson

• Adriana Lucero, University of New Mexico

• Sara A. Abercrombie, Northern Arizona University