Developing a Rubric for Assessing Pre-Service English Teacher Struggles with Instructional Planning

Autor/in	Ansyari, Muhammad Fauzan
Titel	Developing a Rubric for Assessing Pre-Service English Teacher Struggles with Instructional Planning
Quelle	In: Cogent Education, 5 (2018) 1, Artikel 1507175 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ansyari, Muhammad Fauzan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2018.1507175
Schlagwörter	Scoring Rubrics; Preservice Teachers; English Teachers; Instructional Development; Formative Evaluation; Preservice Teacher Education; Foreign Countries; Teacher Role; Learning Activities; English (Second Language); Second Language Learning; Language Teachers; Second Language Instruction; Indonesia + Suchen Sie Ihr Suchwort? Scoring formulas; Auswertungsbogen; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Teaching improvement; Unterrichtsentwicklung; Lehramtsstudiengang; Lehrerausbildung; Ausland; Lehrerrolle; Lernaktivität; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Indonesien
Abstract	This paper aims to report on the development of a rubric and formative assessment targeting pre-service teacher instructional planning in an English teacher education programme in Indonesia. Ten curriculum components as proposed by Van den Akker were incorporated to develop the rubric. Educational Design Research (EDR) as an approach was employed to guide this study. The findings suggest that the rubric is useful in the formative assessment of the pre-service teacher instructional planning. Teacher challenges in instructional planning were also found, particularly in the five aspects: writing good learning objectives, defining teacher roles, determining learning activities, assessing outcomes, and allocating times needed for learning activities. The rubric is also effective in assessing not only cognitive and psychomotor learning, but also affective/attitude learning. Finally, the rubric can also be used to assess the internal consistency of the instructional planning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01