Maximizing the benefits of the use of rubrics to promote assessment for learning in inquiry study

May Hung May CHENG, Tai Hoi Theodore LEE

Research output: Contribution to journalArticle

Abstract

The paper aims at formulating strategies which promote assessment for learning from the experience of teachers. Thirty-six teachers from ten secondary schools in Hong Kong developed school-based rubrics of inquiry study and used them with more than 400 Secondary 3 to 6 (aged 15 to 18) students in their schools in one academic year. Data from multiple sources were collected and analysed. The paper formulates five strategies for using rubrics to promote assessment for learning at different phases of teaching and learning, namely guiding instruction, communicating assessment expectations, facilitating professional dialogue, enabling student participation in assessment, and providing formative feedback. Copyright © 2010 James Nicholas Publishers.
Original languageEnglish
Pages (from-to)5-21
JournalEducational Practice and Theory
Volume32
Issue number2
DOIs
Publication statusPublished - Jan 2010

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learning
teacher
school
Hong Kong
secondary school
student
dialogue
instruction
participation
Teaching
experience

Citation

Cheng, M. H. M., & Lee, T. H. (2010). Maximizing the benefits of the use of rubrics to promote assessment for learning in inquiry study. Educational Practice and Theory, 32(2), 5-21.

Keywords

  • Hong Kong
  • Assessment for learning
  • Assessment rubrics
  • Secondary education