Preservice Mathematics Teachers’ Views on Using Instructional Rubrics in Materials Development Process
Abstract
Instructional rubrics are used as important elements of evaluation made to support and monitor student development. The purpose of this study is to reveal the reflective thinking of pre-service math teachers on instructional rubrics as a factor that affects the materials development process. This study was conducted among 70 second-year students attending the Department of Mathematics Education in a state university within the context of the Instructional Technologies and Materials Development Course. The data of the study were collected through a questionnaire and interviews. The results of the study revealed many advantages of using instructional rubrics from the point of pre-service teachers. In addition, difficulties experienced in writing rubrics were addressed from different perspectives such as preparation of rubrics related to tasks promoting different skills and the role of mastery of student profiles in the rubric development process. This study can provide valuable insights about research investigating what can be done to support the development of pre-service teachers for rubric use with the design of a lesson and implementation stages.
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