PREPARING FUTURE EDUCATORS: ASSESSMENT LITERACY AND RUBRIC USE AMONG PROSPECTIVE TEACHERS

Abstract

This paper discusses important need to emphasize a greater understanding of assessment literacy and rubrics for prospective teachers. It presents the current level of assessment literacy in the teacher preparation programmes, with emphasis on areas of weakness and implications arising from them for practice. A focus on the rubrics in educational assessment is made, and the advantages & disadvantages of their application are considered. The paper discusses perspectives concerning that how teachers train their students and themselves to use assessment literacy and rubrics and comes up with new ideas for improvement. Closely related to this, we stress the role of teacher educators as role models and key learners of the professional development. System perspectives, including accreditation requirements & collaboration amid postsecondary and PK-12 institutions, are explored. The study suggests further research in the areas of long-term effects of the implementation and training in assessment literacy and culturally sensitive assessment practices. There is a need for shared work in preparation of teachers to advance their ability for assessment literacy, that has great potential to promote positive educational achievement.