Why Did My Mentor Teacher Only Give Me a Credit?: The Lonely Task of Grading Your Pre-Service Teacher

Abstract

The placement of pre-service teachers in schools to integrate theoretical learning with practical experience is an integral component of many tertiary education courses. Issues with both the reliability and validity of assessment grades in a workplace environment suggest a call to strengthen the level of academic rigour of these placements. In this study, professional development lecturers in one education program [Avondale College of Higher Education, NSW] constructed a standardsbased grading rubric designed to assist mentor teachers assess the performance of pre-service teachers. After implementation of the rubric for two Professional Experience sessions, mentor teachers were surveyed to assess the effectiveness and usefulness of the grading rubric. Results from quantitative and qualitative data found the grading rubric to be a vital tool in the assessment process. Benefits of the grading rubric included accuracy and consistency of grading, ability to identify specific areas of desired development and facilitation of mentor to pre-service teacher feedback. This research asserts that the assessment grading rubric was a useful tool for all three parties concerned: the course supervisor, the mentor teacher and the pre-service teacher.