Abstract—Evaluating students constructively through a host of self-assessment tools can help create engaged and committed learners which are a requisite for the current educational scenario. This study was attempted in an English writing class at a Pre-Service Teacher Education Institution in India to deconstruct the significance of rubrics as a self-assessment tool leading to the attainment of better learning experiences. For an empirical investigation of relationships between variables, the authors designed a Rubric Table, collected data using a Questionnaire and conducted a statistical analysis of the responses recorded. Preliminary findings suggested that students believed the process of teaching-learning to be more empowering and structured as rubrics not only enhance student learning but also involve the elimination of failure by asserting that every learner can succeed. Rubrics, thus are a functional tool that offer room for reflection and self-independent learning.
Index Terms—Pre-service teachers, rubrics, self assessment, teacher education.
Somyata Gupta and Sangeeta Chauhan are with University School of Education, Guru Gobind Singh Indraprastha University, New Delhi 110078, India (e-mail: firstname.lastname@example.org, email@example.com).
Cite:Somyata Gupta and Sangeeta Chauhan, "Exploring the Use of Rubrics as a Self Assessment Tool for Pre-service Teachers," International Journal of Information and Education Technology vol. 10, no. 10, pp. 781-786, 2020.Copyright © 2020 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).