Assessing Master Students’ Competencies Using Rubrics: Lessons Learned from Future Secondary Education Teachers

Abstract

The aim of this paper is to provide insights into the appropriateness of teaching-learning and evaluation processes using rubrics, for student self-assessments. We studied students enrolled on the Master’s in Secondary Education Teaching—Music Specialism course. In the Spanish secondary education system, music is seen as increasing equity and improving student performance in line with the Agenda 2030 Sustainable Development Goals. The training of new teachers and the ongoing professional development of the current teaching force are critical for improving the quality of education. We adopted an action-research approach and obtained feedback from the Masters’ students via questionnaires administered at the start and end of the process (pre- and post-test). Our results show that using rubrics as formative and shared assessment tools has a positive influence on students’ perceptions of their acquisition of both transversal and specific competencies, as well as demonstrating the utility of rubrics for their future professional practice. However, rubrics on their own are not sufficient to increase the facility for learning and awareness among students.

Social Commitment at Higher Education Institutions: Analysis of Their Strategic Plans

“…Although reference to the relevance of a service-learning approach in their strategic plans is not frequent, the interviews with institutional experts confirmed its importance. This suggests that a service-learning approach is embryonic in both HE systems, and that institutional change should be implemented to support community engagement and identify new models for assessing students' educational experience in organized service activity, and adjust the roles, recognition, and rewards of faculty [30,57]. In the case of technological innovation, the oldest Spanish universities and the Portuguese universities seem more aware of its importance for economic growth, and the need for human resources accumulation.…”

Impact of teaching-learning approaches on graduates' learning outcomes: evidence in Belarus

“…In the context of a knowledge-based society teachers must be prepared and able to adopt complex and responsive approaches that focus on competencies and go beyond traditional ways of delivering content (Isusi-Fagoaga and Garc ıa-Aracil, 2020;Nikou et al, 2023). Competency-based education (CBE) focuses on outcomescompetencieswhich match workforce needs as defined by professional experts, employers and community partners.…”

“…CBE requires huge amounts of prior preparation and planning (Carless, 2020) including instructions that are aligned to learning objectives, decisions about course delivery (online or face-to-face), use of technology to support student learning and use of students to mentor other students in the classroom. All of these aspects promote an open learning environment in which the teacher is the facilitator and learning takes place among a group rather than through a single individual, and determine types of student self-assessment such as the use of rubrics (Isusi-Fagoaga and García-Aracil, 2020).…”

“…In the continuing advances towards a knowledge society, HE is critical for promoting core competencies (knowledge, skills and attitudes) for human capital development, which go beyond rote learning (Herrmann et al ., 2017). The introduction of learning outcomes in HE has increased expectations about what students should gain from their studies and is affecting both assessment of the student learning process and the relevance of their studies after graduation (Havnes and Proitz, 2016; Isusi-Fagoaga and García-Aracil, 2020).…”

Instrumentos De Evaluación en La Formación De Competencias Profesionales De Estudiantes Universitarios

“…Principales beneficios de los instrumentos en la evaluación de los estudiantes universitarios (Díaz-Veliz et al, 2021;Gallardo-Fuentes et al, 2020b;González et al, 2018;Granberg et al, 2021;Gutiérrez et al, 2021;Mora-Luco et al, 2021). Asimismo, los estudiantes afirmaron que los instrumentos traen ventajas para su formación profesional como la autoevaluación y la coevaluación, y promueve un aprendizaje transformador que posibilita los niveles más altos de reflexión (Adachi et al, 2018;Gallardo-Fuentes et al, 2020a;Isusi-Fagoaga & García-Aracil, 2020;Pui et al, 2021).…”