You are here:

Rubrics for Teaching and Assessing Learning in Pre-Service Teacher Education

, University of Nebraska at Kearney, United States

Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA


Rubrics are instructional tools widely used by educators for assessment purpose. Additionally, rubrics can be used by students as guiding resource in learning activities. The purpose of this study was to investigate the impact of using the rubric approach in two classroom settings: student constructed rubric and pre-existing rubric. A mix-method research design was used to collect data. Results indicated that rubrics are effective tools when used along with ongoing feedback. Pre-service teachers reported higher level of satisfaction with learning activities that provided the benefit of a rubric. Consistent with previous research, the present study shows significant learning gains when students are involved in creating rubric instruments that are used for both assessment tool and guidance (p < .001).


Gaskill, M. (2013). Rubrics for Teaching and Assessing Learning in Pre-Service Teacher Education. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 4247-4252). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE). Retrieved January 16, 2019 from .

View References & Citations Map


  1. Anderson, L.W. (1995). Assignment and supervision of seatwork. In L.W. Anderson (Ed.), International Encyclopedia of Teaching and Teacher Education (2nd ed.). New York: Pergamon.
  2. Andrade, H., & Boulay, B. (2003). The role of rubric-referenced self-assessment in learning to write. Journal of Educational Research, 97(1), 21-34.
  3. Andrade, H.G. (2001). The effects of instructional rubrics on learning to write. Current Issues in Education [online], 4(4). Available: Andrade, H., Y. Du., X. Wang. (2008). Putting Rubrics to the test: the effects of a model, criteria generation, and rubric referenced self-assessment on elementary school students’ writing. Educational Measurement: Issues and Practices. Vol. 27. N. 2: 3-13.
  4. Andrade, H. (2000). Using rubrics to promote thinking and learning. Educational Leadership 57, no. 5: 13-18.
  5. Arthur, J., & McTighe, J. (2001). Scoring rubrics in the classroom: Using performance criteria for assessing and improving student performance. Thousand Oaks, CA: Corwin Press.
  6. Collins, A., Brown, J.S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 14(4), 38–46.
  7. Cooper, B.S., Gargan, A. (2009). Rubrics in Education: Old Term, New Meaning. Phi Delta Kappan, 91(1), 54-55.
  8. Chinn, C.A., & Malhotra, B.A. (2001). Epistemologically authentic scientific reasoning. In K. Crowley, C.D. Schunn, & T. Okada (Eds), Designing for science: Implications from professional, instructional, and everyday science (pp. 351-392). Mahwah, NJ: Lawrence Erlbaum.
  9. Christopher, M.M., Thomas, J.A., and Tallent-Runnels, M.K. (2004). Raising the Bar: Encouraging high level thinking in online discussion forums. Roeper Review, 26(3), 166-171.
  10. Goodrich, H. (1997). Understanding Rubrics. Educational Leadership, 54(4), 14-17.
  11. Goodrich, H. (1997). Using rubrics to promote thinking and learning. Educational Leadership, 57(5), 13-18.
  12. Hafner, J.C., and Hafner, M.S. (2003). Quantitative analysis of the rubric as an assessment too: An empirical study of student peer-group rating. International Journal of Science Education. Vol. 25, N. 12, 1509-1528.
  13. Halonen, J.S., Bosack, T., Clay, S., & McCarthy, M. (2003). A rubric for learning, teaching, and assessing scientific inquiry in psychology. Teaching of Psychology, 30, 196–208.
  14. Morrell, P.D., & Ackley, B.C. (1999). Practicing What We Teach: Assessing Pre-Service Teachers’ Performance Using Scoring Guides. In Paper Presented At The Annual Meeting Of The American Educational Research Association.
  15. Popham, W.J. (1997). What’s wrong and what’s right with rubrics. Educational Leadership, October, 72-75.
  16. Rodgers, M.L. (1995). How holistic scoring kept writing alive in chemistry. College Teaching, 43(1), 19-22.
  17. Schmoker, M. (2006). Results NOW: How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: ASCD.
  18. Stiggins, R.J. (2001). Student-involved classroom assessment. 3rd ed. Upper Saddle River, NJ: Prentice Hall.
  19. Timmerman, M.A. (2002). Learning to teach: Prospective teachers’ evaluation of students’ written responses on a 1992 NAEP graphing task. School Science and Mathematics, 102(7), 346-358.
  20. Wiggins, G. (1998). Educative Assessment: Designing assessment to inform and improve student performance. San Francisco: Jossey-Bass.
  21. Wang, J., & Rairigh, R. (2006). Using instructional rubrics in physical education. Teaching Elementary Physical Education, 17, 3, 37-41.
  22. Yoshina, J., & Harada, V. (2007). Involving students in learning through rubrics. Library Media Connection, 25, 5, 10-14.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact