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.
|Journal||Educational Practice and Theory|
|Publication status||Published - Jan 2010|
CitationCheng, 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.
- Hong Kong
- Assessment for learning
- Assessment rubrics
- Secondary education