Using a developmental assessment rubric to revitalise stakeholder conversations in professional experience

Trudy-Ann Sweeney, Barbara Nielsen

    Research output: Chapter in Book/Report/Conference proceedingChapter

    Abstract

    This chapter reports a study that sought to examine the impact of introducing a developmental assessment rubric for professional experience for preservice teachers in one South Australian university. The rubric was designed to focus the mentoring and formative and summative assessment of professional experience to align with the new Australian Professional Standards for Teachers (APST). The study engaged with all the stakeholders on multiple dimensions of the mentorship and assessment of professional experience. The aspects selected for reporting in this chapter focus on the scope, value and changes in the nature and quality of the conversations between various stakeholders. The study has produced evidence that as a result of introducing the developmental rubric, the conversations changed from generalities and platitudes to more professional conversations that encompassed the full scope of what is expected of a graduate teacher, clarifying their level of performance and informing their orderly development. Those engaged in the assessment process using the rubric valued the shared language to talk about teaching and its developmental properties. The use of the rubric was shown to increase preservice teachers' capacity and willingness to exercise agency in managing their own learning needs. This chapter argues that such an approach makes professional experience a pivotal element that defines, forms and assures the readiness of preservice teachers to teach and, more importantly, prepares them to be active agents of their learning in their future teaching careers.

    Original languageEnglish
    Title of host publicationEducating Future Teachers
    Subtitle of host publicationInnovative Perspectives in Professional Experience
    EditorsJeana Kriewaldt, Angelina Ambrosetti, Doreen Rorrison, Ros Capeness
    PublisherSpringer Singapore
    Chapter9
    Pages137-156
    Number of pages20
    ISBN (Electronic)9789811054846
    ISBN (Print)9789811054839
    DOIs
    Publication statusPublished - 2018

    Keywords

    • Developmental assessment
    • Rubric
    • Graduate
    • Initial teacher-education
    • Preservice teachers
    • Teacher educators
    • Practicum
    • Teaching standards

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  • Cite this

    Sweeney, T-A., & Nielsen, B. (2018). Using a developmental assessment rubric to revitalise stakeholder conversations in professional experience. In J. Kriewaldt, A. Ambrosetti, D. Rorrison, & R. Capeness (Eds.), Educating Future Teachers: Innovative Perspectives in Professional Experience (pp. 137-156). Springer Singapore. https://doi.org/10.1007/978-981-10-5484-6_9