Educating Future Teachers Innovative Perspectives in Professional Experience

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In contrast, school coordinators reported that as a result of the implementation of the
rubric and self-assessment and reporting processes, there was a significant improve-
ment in the provision of feedback provided by supervising teachers which now had a
clear focus and direction.

Discussion

Assessing preservice teachers’ developing capabilities is a complex undertaking. It
is important to assess, track and support preservice teachers throughout their devel-
opment, as well as be able to certify that they have achieved acceptable standards
when they graduate (Jonsson & Mattsson, 2011 ). The aim of this study was to
examine the impact of introducing a new developmental assessment rubric, self-
assessment and goal-setting processes on preservice teachers’ learning in profes-
sional experience. Six key features of a high-quality assessment system underpin
this innovation as it (1) is based on principles of authentic assessment, (2) enhances
the capacity of preservice teachers for self-assessment and reflection on their levels
of developing knowledge and practice, (3) captures the complexity of teaching, (4)
captures the multifaceted nature of teaching in a comprehensive manner, (5) aligns
with current national professional teaching standards and (6) ‘has support from key
stakeholders’ (QCT, 2012 , p. 4). The findings in relation to the three research ques-
tions provide evidence as to the extent the innovations facilitated conversations:

1. To achieve greater clarity and shared understanding regarding the expectations
   of preservice teachers during professional experience


2. To encourage preservice teachers to be self-regulating agents of their own
   learning


3. To support formative feedback and summative judgements about preservice
   teachers’ teaching capabilities aligned with the APST
   The development of the ‘backward mapped’ rubric implemented during this trial
   study based on the APST was designed to address the problem of an emphasis on
   summative assessment at the end of teacher education programs. Research suggests
   that the formative use of rubrics can mediate improved student performance by
   increasing transparency of what is expected (Good, 1987 ) aiding the feedback pro-
   cess, improving student self-efficacy and/or supporting student self-regulation
   (Panadero & Jonsson, 2013 ). The rubric and self-assessment and goal-setting pro-
   cesses were welcomed and endorsed by all stakeholders involved in this study. As a
   result of the use of the rubric, school coordinators reported being better prepared to
   plan and manage the full scope of capabilities that preservice teachers are expected
   to develop. Preservice teachers and supervising teachers also reported they engaged
   with focus areas they would otherwise have overlooked. School coordinators noted
   that the innovation encouraged conversations with supervising teachers about the
   knowledge, practice and professional engagement required of preservice teachers
   leading up to the point of graduation, as well as the expectations of teachers engaging

9 Using a Developmental Assessment Rubric to Revitalise Stakeholder Conversations...