Date of Graduation

Summer 2016

Degree

Master of Science in Communication Sciences and Disorders

Department

Communication Sciences and Disorders

Committee Chair

Karen Engler

Keywords

rubrics, feedback, data-driven decision making, assessment for learning, grades, teachers, teacher candidates

Subject Categories

Communication Sciences and Disorders

Abstract

The purpose of this study was to determine how rubrics affect university graduate students' receptiveness to feedback, their future college assignments, and if they will use rubrics in their own classroom. Two surveys were sent to teachers and teacher candidate graduate students from a Midwestern university. Participants were asked to answer one of the two surveys depending on whether they had their teaching certificate or were working to receive their teaching certificate. The participants answered survey questions about their college experience with rubrics and their experience and opinions of rubrics in their own, or future, classrooms. The research demonstrated that: (a) college students were receptive to feedback from rubrics and are actively applying it to future assignments; (b) college students desire feedback no matter the form or grade attached; (c) grades are important to university students, but not as important as feedback; and (d) teacher and teachers candidates used or planned to use rubrics, however, the majority of teacher candidates believed they were not taught how to make rubrics in their university courses. Study implications may include that: (a) university and K-12 teachers should emphasis feedback when using rubrics in their classrooms; and (b) college professors should prepare future teachers to use rubrics in their classrooms.

Copyright

© Sadie Louise Winterscheid

Open Access

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