USING RUBRICS TO IMPROVE TEACHING PERFORMANCE: A REVIEW OF RECENT LITERATURE
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Abstract
This paper presents an overview of the recent literature on rubrics as an improvement tool for teaching performance. Improving teaching and instruction is an item of the quality assurance system in Thailand's higher education institutions and appropriate processes or activities have to be reported in the post-teaching report (Mor Kor Or 5) for each course. Therefore, methods for improving teaching are outlined before the use of rubrics is analyzed and recent literature on the topic is discussed and commented. The goals of this paper demand the use of tools fostering formative assessment rather than summative assessment, so the application of descriptive rubrics is favored over the use of simple scoring rubrics, which actually represent rating scales or grading tables. Appropriate descriptive rubrics force the instructor to focus on the desired learning outcomes and not on the task or performance. 'Appropriate' means that the criteria to be assessed align to learning outcomes and not to the task itself. Another contribution of this paper is a meta-rubric for rubrics, which is of help when assessing formative descriptive rubrics.
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