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

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  • Rosa Isusi-Fagoaga

    (University Institute of Educational Creativity and Innovation (IUCIE), Universitat de València, 46022 Valencia, Spain)

  • Adela García-Aracil

    (INGENIO (CSIC-UPV), Universitat Politècnica de València, 46022 Valencia, Spain)

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.

Suggested Citation

  • Rosa Isusi-Fagoaga & Adela García-Aracil, 2020. "Assessing Master Students’ Competencies Using Rubrics: Lessons Learned from Future Secondary Education Teachers," Sustainability, MDPI, vol. 12(23), pages 1-15, November.
  • Handle: RePEc:gam:jsusta:v:12:y:2020:i:23:p:9826-:d:450356
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    References listed on IDEAS

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    2. Teijeiro, Mercedes & Rungo, Paolo & Freire, Mª Jesús, 2013. "Graduate competencies and employability: The impact of matching firms’ needs and personal attainments," Economics of Education Review, Elsevier, vol. 34(C), pages 286-295.
    3. Naresh Giangrande & Rehema M. White & May East & Ross Jackson & Tim Clarke & Michel Saloff Coste & Gil Penha-Lopes, 2019. "A Competency Framework to Assess and Activate Education for Sustainable Development: Addressing the UN Sustainable Development Goals 4.7 Challenge," Sustainability, MDPI, vol. 11(10), pages 1-16, May.
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