Proceedings of the 7th International Academic Conference on Teaching, Learning and Education, 2024
Year: 2024
DOI:
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Exploring the uses of self-reflective analytic rubrics for ESL pre-service teachers
Lalitha Devi, Ramya Devi
ABSTRACT:
Recognizing the importance of constructively informing both teachers and learners, the study addresses the imperative inclusion of formative assessment in lesson planning, emphasizing the necessity for heightened awareness and understanding among pre-service teachers. While previous research has predominantly centered on rubric design for ESL classrooms and proficiency assessments, a critical gap persists in comprehending how pre-service teachers reflect on their formative assessment practices, particularly in the realm of rubric preparation. This research also ventures into the underexplored dynamics between language learning strategies, self-efficacy, collaborative interaction, and the process of rubric preparation among ESL pre-service teachers. The overarching aim is to unravel the perceptions of pre-service teachers regarding their experiences with formative peer-assessment processes, considering the cognitive, practical, social, and economic dimensions of their conceptions of assessment. Through an amalgamation of strategic insights and analytical exploration, this study seeks to contribute to the enhancement of formative assessment practices among ESL pre-service teachers, with a specialized focus on the utilization of analytic rubrics. The study adopts a pre-test and post-test methodology. For this purpose, an adapted and piloted questionnaire is given to 50 pre-service teachers, in Andhra Pradesh, India in the pre-task stage. The sample has English as their common methodology. After that, they were asked to prepare analytic rubrics as per the piloted checklist. In the intervention stage, pre-service teachers were trained in rubric preparation with the help of a piloted self-reflective analytic rubric. As part of the post-test, the same questionnaire was given. Informal interviews were conducted with pre-service teachers in the pre-test and post-test phases to learn about their rubric preparation. The quantitative and qualitative findings inform the teacher educators about incorporating need-based training in pre-service teachers’ micro-teaching sessions. The implications of the study are for formative assessment and pre-service teacher education.
keywords: pre-service teacher education, self-reflection, analytic rubrics, formative peer assessment