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

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

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 ass...

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Hauptverfasser: Aravena Kenigs, Omar Andrés, Mellado Hernández, María Elena, Montanero Fernández, Manuel
Format: Online
Sprache:spa
Veröffentlicht: Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023
Online Zugang:https://redie.uabc.mx/redie/article/view/4306
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id redie-article-4306
record_format ojs
institution REDIE
collection OJS
language spa
format Online
author Aravena Kenigs, Omar Andrés
Mellado Hernández, María Elena
Montanero Fernández, Manuel
spellingShingle Aravena Kenigs, Omar Andrés
Mellado Hernández, María Elena
Montanero Fernández, Manuel
Influence of Rubrics on the Quality of Feedback on Teacher Performance in the Classroom
author_facet Aravena Kenigs, Omar Andrés
Mellado Hernández, María Elena
Montanero Fernández, Manuel
author_sort Aravena Kenigs, Omar Andrés
title Influence of Rubrics on the Quality of Feedback on Teacher Performance in the Classroom
title_short Influence of Rubrics on the Quality of Feedback on Teacher Performance in the Classroom
title_full Influence of Rubrics on the Quality of Feedback on Teacher Performance in the Classroom
title_fullStr Influence of Rubrics on the Quality of Feedback on Teacher Performance in the Classroom
title_full_unstemmed Influence of Rubrics on the Quality of Feedback on Teacher Performance in the Classroom
title_sort influence of rubrics on the quality of feedback on teacher performance in the classroom
description 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.
publisher Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo
publishDate 2023
url https://redie.uabc.mx/redie/article/view/4306
_version_ 1798984267435343872
spelling redie-article-43062024-05-03T18:53:52Z Influence of Rubrics on the Quality of Feedback on Teacher Performance in the Classroom Influencia de la rúbrica en la calidad de la retroalimentación del desempeño docente en aula Influência da rubrica na qualidade da retroalimentação do desempenho docente em sala de aula Aravena Kenigs, Omar Andrés Mellado Hernández, María Elena Montanero Fernández, Manuel retroalimentación aprendizaje práctica pedagógica formación de docentes feedback learning pedagogical practice teacher training retroalimentação aprendizagem prática pedagógica formação de professores escola 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. La retroalimentación de las prácticas pedagógicas es un componente esencial para favorecer el desarrollo profesional del profesorado. El objetivo del artículo es evaluar la incidencia del uso de rúbricas en el mejoramiento de la calidad de la retroalimentación del desempeño docente en aula. La muestra del estudio se compone de 32 participantes distribuidos aleatoriamente en grupo experimental y control. El grupo experimental diseñó colaborativamente su rúbrica para acompañar y retroalimentar el desempeño docente en aula, en tanto, a los participantes del grupo control se les asignó una rúbrica estandarizada. Los resultados indican diferencias significativas en la calidad de la retroalimentación a favor del grupo experimental, quienes evidenciaron mayor presencia de retroalimentación de carácter orientadora y formativa. Se concluye que el diseño colaborativo de rúbricas favorece la calidad de la retroalimentación porque orienta la reflexión de la práctica pedagógica, promueve el desarrollo profesional docente y la transformación del proceso de enseñanza-aprendizaje. A retroalimentação das práticas pedagógicas é um componente essencial para favorecer o desenvolvimento profissional dos professores. O objetivo deste artigo é avaliar a incidência do uso de rubricas para melhorar a qualidade da retroalimentação sobre o desempenho do professor na sala de aula. A amostra do estudo é composta por 32 participantes distribuídos aleatoriamente em grupos experimental e de controle. O grupo experimental desenhou colaborativamente sua rubrica para monitorar e retroalimentar o desempenho docente em sala de aula, enquanto o grupo de controle recebeu uma rubrica padronizada. Os resultados indicam diferenças significativas na qualidade da retroalimentação a favor do grupo experimental, que apresentou uma maior retroalimentação de forma orientadora e formativa. Conclui-se que o desenho colaborativo de rubricas favorece a qualidade da retroalimentação porque orienta a reflexão da prática pedagógica, promove o desenvolvimento profissional docente e a transformação do processo ensino-aprendizagem. Universidad Autónoma de Baja California. Instituto de Investigación y Desarrollo Educativo 2023-01-31 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion text/html application/pdf text/xml application/epub+zip https://redie.uabc.mx/redie/article/view/4306 10.24320/redie.2023.25.e04.4326 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-16 Revista Electrónica de Investigación Educativa; Vol. 25 (2023); 1-16 1607-4041 spa https://redie.uabc.mx/redie/article/view/4306/2346 https://redie.uabc.mx/redie/article/view/4306/2348 https://redie.uabc.mx/redie/article/view/4306/2362 https://redie.uabc.mx/redie/article/view/4306/2357 Derechos de autor 2023 Omar Andrés Aravena Kenigs, María Elena Mellado Hernández, Manuel Montanero Fernández https://creativecommons.org/licenses/by-nc/4.0

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