Creating Assessment Rubrics for Final Teacher Education Degree Projects: A Qualitative Case Study

Authors

Carla Fernández Garcimartín, University of ValladolidFollow
Víctor Manuel López Pastor, University of ValladolidFollow
Teresa Fuentes Nieto, University of ValladolidFollow
David Hortiguela Alcalá, University of BurgosFollow

Abstract

This paper analyzes the process of creating the assessment instruments for the Final Year Project (FYP) by education faculty based on the opinions of the lecturers. Qualitative methodology was used, with a case study design and the in-depth interview as a data collection technique. Four lecturers participated as relevant informants. The results show that: (a) the faculty decided to create the instruments due to the lack of clear assessment criteria among the lecturers in the first years (2009-2015); (b) work was carried out on three assessment instruments over two years (2015-2017): a tutor's report (without grade), a document rubric (80% of the mark), and an oral presentation rubric (20% of the mark). It is concluded that the assessment instruments were created through the necessity of the faculty to achieve a more objective and effective FYP assessment. The creation of the instruments followed some steps to encompass the degree competencies and the objectives, types, and criteria of the FYP. The paper presents the process of creating assessment instruments and the advantages of their use, specifically the treatment of rubrics as the main assessment instrument. It seems necessary to carry out further research on assessment instruments for dissertations and theses, given their proven relevance.

Keywords

case study, assessment, rubric, grade, project, pre-service teacher education

Author Bio(s)

Carla Fernández Garcimartín, PhD in Transdisciplinary Research in Education (University of Valladolid, FPU contract) and Master in Research in Social Sciences, Education, Audiovisual Communication, Economics and Business by the University of Valladolid, is a Graduate as a teacher in Primary Education (Physical Education) and Early Childhood Education (University of Valladolid). She is Member of the International Network of Formative and Shared Assessment in Education. Her main lines of research: physical education, formative and shared assessment, initial teacher training, Final Degree Projects. Please direct correspondence to carlafdzg96@gmail.com

Víctor Manuel López Pastor, PhD in Education since 1998, is University Professor and full-time professor at the Faculty of Education of Segovia, Coordinator of the International Network of Formative and Shared Assessment in Education, and Director of 17 doctoral theses and author of numerous books and scientific articles. His main lines of research: formative and shared assessment, initial and continuing teacher training, action research and teaching innovation, didactics of physical education and early childhood education. Please direct correspondence to victor.lopez.pastor@uva.es

Teresa Fuentes Nieto, PhD in Physical Activity and Sport Sciences, extraordinary doctorate award 2011 (University of Las Palmas) and Degree in Physical Activity and Sport Sciences (Universidad Politécnica de Madrid), is Associate Professor at the Faculty of Education of Segovia, Teacher of Physical Education in Secondary Education (IES Maria Moliner), and Member of the International Network of Formative and Shared Assessment in Education. Her main lines of research are physical education, formative and shared assessment, initial teacher training, in-service teacher training and Final Degree Projects. Please direct correspondence to fuentes.teresa@gmail.com

David Hortigüela Alcalá, International Doctor in Education (Excellent Cum Laude and extraordinary award), is Professor and Director of the Area of Didactics of Corporal Expression. Director of the Department of Specific Didactics. He is a Specialist in pedagogical models and open and participatory methodologies in the area of Physical Education, in formative and shared assessment, in research-action work cycles in the classroom and in pre-service teacher education. He is author of more than 300 publications on the educational field and speaker at various conferences, courses and seminars related to teacher training. He has carried out research stays in more than 10 countries. Please direct correspondence to dhortiguela@ubu.es

Acknowledgements

This research was supported by Grant RTI2018-093292-B-I00 funded by MCIN/AEI/ 10.13039/501100011033 and by "ERDF A way of making Europe.”

Publication Date

6-12-2024

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2024.6426

Recommended APA Citation

Fernández Garcimartín, C., López Pastor, V. M., Fuentes Nieto, T., & Hortiguela Alcalá, D. (2024). Creating Assessment Rubrics for Final Teacher Education Degree Projects: A Qualitative Case Study. The Qualitative Report, 29(6), 1689-1711. https://doi.org/10.46743/2160-3715/2024.6426

ORCID ID

http://orcid.org/0000-0002-2171-0293