Resumen de Teachers' beliefs about assessment for learning: introducing rubric in secondary education
ABSTRACT The general purpose of this qualitative case-study research is to develop an understanding of teachers' beliefs about assessment for learning; the main purpose was divided to the following goals:
-To understand teachers' beliefs about assessment.
-To describe the assessment strategies they apply in the classroom.
-To analyze the reasons that prevents teachers to apply new forms of assessment.
-To use rubric as an assessment for learning tool and spot the light on students and teachers opinion about its benefits, and the difficulties they face when using it.
-To help the teachers reflect on the current practices that they use to assess their students, in order to enhance it.
-To understand the changes that could happen to the teachers' beliefs related to the use of rubric Interviews and diary for the teachers, and questionnaire and exam for the students, were used to collect data. The data analysis progressed in two phases by the researcher. In the first phase the vertical or within case analysis the individual teacher was taken as the unit of analysis. The fixed structure in the individual reports was the starting point for the second phase in the analysis, the horizontal or cross case analysis.
The results show that secondary mathematics teachers mainly use traditional assessment methods such as paper and pencil exams. Alternative assessment methods are not used. In addition, teachers showed dissatisfaction with this situation and expressed their preference to direct observation method of assessment.
According to the teachers, alternative assessment methods are not used for the following reasons: First, the great amount of time and effort consumed in applying alternative methods. Second, the large number of students in a class. Third, certain difficulties caused by the evaluation system such as the design of the evaluation policy. Fourth, parents and students factors, and finally, factors related to the subject itself.
The findings of this study disclosed some important beliefs that affect teacher's decision in choosing a method for evaluation. In addition, the results of this study show that giving teachers the opportunity to use new assessment tools such as a rubric contributed to change in some of their beliefs.
