Exploring Factors That Influence Australian Teachers’ Implementation and Their Engagement of Students When Using Rubrics for Formative Assessment

Abstract

While teachers are known to use rubrics to conduct formative assessment, our understanding of their implementation for this purpose in K–12 classrooms is incomplete. Both rubrics and formative assessment have been associated with improved student performance and increased student engagement, but studies that bring them together in the K–12 context are scarce. This thesis reports on a study that explored influences on teacher implementation of rubrics for formative assessment and on student engagement in the formative assessment process. Extensive reviews of the relevant literature identified the teacher beliefs, background factors, and aspects of practice associated with teacher implementat..