AbstractAlthough formative assessment is seen as a key aspect of data-driven teaching, it is not applied frequently in classrooms. A useful tool in formative assessment is the rubric. Research shows that training teachers in formative assessment is recommended. The MetaRubric game, developed by the Teaching Systems Lab (TSL) (a research center at the Massachusetts Institute of Technology (MIT)), is a playful learning experience for teachers to explore the principles of designing rubrics and develop their formative assessment skills. The aim of this thesis was to assess to what extent the MetaRubric game resulted in higher teachers’ self-efficacy and intention to use formative assessment and rubrics. Additionally, improvement directions for the MetaRubric game were mapped. A design-based research approach was applied. A randomized controlled trial was used to assess the effectiveness of the MetaRubric game in increasing teachers’ self-efficacy and intention to use formative assessment and rubrics. There were 44 teachers invited to participate during a professionalization day and randomly allocated to either receiving the MetaRubric game or a control condition, that is no treatment. Effects were considered over a period of four weeks and were measured using the Formative assessment self-efficacy scale (Schyns & Collani, 2002) and Intention to use Formative assessment scale (Fishbein & Ajzen, 2010). Two focus groups were executed and the three questionnaires MetaRubric Educator Survey Pre-, and Post-workshop and MetaRubric Teacher Educator Survey (Kim & Rosenheck, 2018) were used to elicit improvement directions for the workshop. There were 19 out of the 44 participants (78.90% female and with an average age of 37.68 years) who completed all questionnaires, resulting in a 43.18% response rate (in both the experimental and control condition). No significant differences were found for any of the outcome measures, though differences in the intention-to-use rubrics measures were close to significant. The absence of significance could very well be the result of the small sample size due to dropout. The majority of participants’ improvement suggestions were related to the content of the workshop, where the difficulty level was the main concern. Overall, this study showed that primary school teachers can be trained using the MetaRubric game, and that the MetaRubric game seems to be a promising tool for improving teachers’ intention to use rubrics. No evidence was found that the MetaRubric game results in higher teachers’ self-efficacy in formative assessment and rubrics. Additional research needs to confirm whether a larger sample will indeed show statistically significant improvements in teachers’ intention to use rubrics as a result of playing MetaRubric. Moreover, this study generated potential improvements that could enhance the MetaRubric game, such as better aligning the level of the workshop to the prior knowledge and comprehension of the teachers and modifying the workshop in order to be more in line with the primary school setting.
|Date of Award||10 Jul 2019|
|Supervisor||Arnoud Evers (Supervisor) & Jose Janssen (Examinator)|
- formative assessment
- intention to use
De effecten van het spelen van MetaRubric op de self-efficacy overtuigingen van leraren over hun formatief toetsen en rubricvaardigheden: een ontwerp-gericht onderzoek.
Kuijpers, E. (Author). 10 Jul 2019
Student thesis: Master's Thesis