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Learning How to Become a Teacher Researcher: Using Rubrics to Support Evidence-Informed, Research-Based Practice
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Author(s): Emma O. Brien (Department of Language and Literacy Education, Faculty of Education, Mary Immaculate College, Limerick, Ireland), Josephine Brady (Department of Language and Literacy Education, Faculty of Education, Mary Immaculate College, Limerick, Ireland), T. J. Ó Ceallaigh (School of Education, University College Cork, Cork, Ireland), Katharine Babbitt (Department of Language and Literacy Education, Faculty of Education, Mary Immaculate College, Limerick, Ireland), Andrea Brosnan (Department of Language and Literacy Education, Faculty of Education, Mary Immaculate College, Limerick, Ireland), Emma Byrne (Department of Language and Literacy Education, Faculty of Education, Mary Immaculate College, Limerick, Ireland), Erin Byrne (Department of Language and Literacy Education, Faculty of Education, Mary Immaculate College, Limerick, Ireland), Rebecca Curtin (Department of Language and Literacy Education, Faculty of Education, Mary Immaculate College, Limerick, Ireland), Lisa Gaffney (Department of Language and Literacy Education, Faculty of Education, Mary Immaculate College, Limerick, Ireland)and Karen O'Callaghan (Department of Language and Literacy Education, Faculty of Education, Mary Immaculate College, Limerick, Ireland)
Copyright: 2023
Pages: 21
Source title:
Improving Learning Through Assessment Rubrics: Student Awareness of What and How They Learn
Source Author(s)/Editor(s): Chahna Gonsalves (King's Business School, King's College London, UK)and Jayne Pearson (King's Academy, King's College London, UK)
DOI: 10.4018/978-1-6684-6086-3.ch004
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Abstract
Developing the teacher as a reflective practitioner has become a core facet of Irish teacher education, but large gap exists between theory and practice. Research illustrates the positive value of rubrics in terms of student self-reflection and self-regulation. However, few studies explore the use of assessment rubrics within the broad context of the supervisory relationship. Drawing on Drytons extended supervisory working alliance the authors explored how rubrics can foster student-supervisor relationships during the research process. This study adopted a collaborative autoethnographic (CAE) methodology which enabled the researchers to authentically capture the student and faculty perspectives. It was found that rubrics provided transparency, identified expectations and a language for students to express and interrogate their work. They provided a metadialogue to enable students to take ownership of the feedback process questioning and initiating discussion with the supervisor. This supported the bonding process, shaping conversations and providing the student with context for the feedback.
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