Creating assessment rubrics for final teacher education degree creating assessment rubrics for final teacher education degree projects: a qualitative case study

Abstract

This paper analyzes the process of creating the assessment instruments for the Final Year Project (FYP) by education faculty based on the opinions of the lecturers. Qualitative methodology was used, with a case study design and the in-depth interview as a data collection technique. Four lecturers participated as relevant informants. The results show that: (a) the faculty decided to create the instruments due to the lack of clear assessment criteria among the lecturers in the first years (2009-2015); (b) work was carried out on three assessment instruments over two years (2015-2017): a tutor's report (without grade), a document rubric (80% of the mark), and an oral presentation rubric (20% of the mark). It is concluded that the assessment instruments were created through the necessity of the faculty to achieve a more objective and effective FYP assessment. The creation of the instruments followed some steps to encompass the degree competencies and the objectives, types, and criteria of the FYP. The paper presents the process of creating assessment instruments and the advantages of their use, specifically the treatment of rubrics as the main assessment instrument. It seems necessary to carry out further research on assessment instruments for dissertations and theses, given their proven relevance.