Influence of Rubrics on the Quality of Feedback on Teacher Performance in the Classroom

Abstract

Feedback on teaching practices is an essential part of teachers’ professional development. The objective of this paper is to evaluate the impact of the use of rubrics to improve the quality of feedback on teachers’ performance in the classroom. The study sample comprised 32 participants randomly assigned to an experimental or a control group. The experimental group worked together to design their rubric to support and give feedback on teacher performance in the classroom, while the control group was assigned a standardized rubric. The results point to significant differences in the quality of feedback in favor of the experimental group, whose feedback was more formative and offered greater guidance. The research concludes that rubrics designed collaboratively enhance the quality of feedback, providing direction for reflection on teaching practice and promoting teachers’ professional development and a transformation of the teaching-learning process.

Keywords

• feedback
• learning
• pedagogical practice
• teacher training