Are We There Yet? - Using Rubrics to Support Progress Toward Proficiency and Model Formative Assessment

Oct 15, 2026

Uploaded by Pentious

Classroom assessment—especially formative assessment—poses major challenges for new teachers, making effective modeling essential. The article explains how rubrics can be used in formative assessment to support teacher candidates’ progress toward mastery of course outcomes and to demonstrate concrete formative practices. It reviews the rationale for rubrics in formative contexts, then illustrates rubric use across authors’ learning activities and provides recommendations for rubric-based self/peer evaluation and co-construction.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages20

Reading Time50 min

AccessFree to download

Abstract

Literature Review

Assessment and evaluation

Paradigm shift toward formative assessment

Formative Assessment

Definitions and purposes

Rubrics and student motivation

Are We There Yet? Using Rubrics to Support Progress Toward Proficiency and Model Formative Assessment Lenore J. Kinne, Ph.D., Northern Kentucky University Jon F. Hasenbank, Ph.D., Grand Valley State University David Coffey, Ph.D., Grand Valley State University Abstract Classroom assessment, especially formative assessment, is oneof the most challenging areas for new teachers, so it is imperative that teacher educators model effective classroom assessment practices. This article describes the use of rubrics in formative assessment, to support candidates in their progress toward mastery of course outcomes and to model effective formative assessment. A rationale for the use of rubrics in formative assessment, embedded in the literature, is followed by an example of how each author has used rubrics during the learning process to enhance learning and contribute to a supportive learning environment in their teacher education courses. Recommendations are made for requiring candidates to engage in rubric-based self-and peer evaluation and involving them in co-construction of rubrics. Keywords: formative assessment, rubrics AILACTE Journal 109 Kinne, Hasenbank, and Coffey This paper is a result of multiple conversations among the authors about how rubrics can be best used in undergraduate courses, both to improve our own instruction and to model effective assessment practices for our teacher candidates. Our interest in rubrics stems from our belief that all students can learn, and that our role as educators is to support students in their progress toward proficiency. These collaborative reflections have influenced our implementation of rubrics in ways that we believe have improved our instruction, enhanced our teacher candidates’ learning, and given teacher candidates a greater role to play in assessment and evaluation. After summarizing the benefits of formative assessment and the advantages of using rubrics, we describe how we have used rubrics not only for grading assignments, but also as formative assessment to improve learning and to model effective implementation of formative assessment. Literature Review Assessment and evaluation are terms that are sometimes used interchangeably. We use McMillan’s (2007) definition of classroom assessment as “the collection, evaluation, and use of information to help teachers make decisions that improve student learning”(p. 8) . Evaluation is one step in the broader process of classroom assessment. Specifically, evaluation is the “interpretation of what has been gathered through measurement, in which value judgments are made about performance”(p. 10) . Whether assessment is formative or summative, evaluation is the process by which assessment results are designated as excellent, good, acceptable, below expectations, or whatever indicators of quality are selected. Descriptions of these levels of quality are described on a rubric. The role of assessment in the learning process has undergone a paradigm shift in past decades. No longer is it considered effective to “teach, test and hope for the best,” using only summative assessment to determine end-of-term grades (Wiggins, 1998, p. 10) . Summative assessment serves to document the learning that has occurred. Good summative assessment that allows for valid, reliable, and bias-free measurement and evaluation of learners’ 110 AILACTE Volume XI Fall 2014 Are We There Yet? progress toward desired learning targets (Angelo & Cross, 1993) will always be important. But formative assessment is now considered a central component of effective instruction. Formative Assessment Formative assessment is concerned with monitoring progress with the intent of gathering and sharing information that can be used to advance learning and improve future performances (Popham, 2011; Wiliam, 2011). Bell and Cowie (2001) define formative assessment as “the process used by teacher and students to recognize and respond to student learning in order

FAQs

Why are rubrics emphasized for formative assessment in teacher education?

Rubrics help structure formative assessment so teacher candidates can progress toward mastery of course outcomes, while also modeling effective formative classroom practices.

How does formative assessment differ from summative assessment in the article?

Formative assessment results are used to guide adjustments by both teachers and students during learning, whereas summative assessment occurs after learning and is reflected in end-of-term grades.

What recommendations does the article make for using rubrics?

It recommends requiring candidates to engage in rubric-based self- and peer evaluation and to participate in co-constructing rubrics.

Oct 15, 2026

Uploaded by Pentious