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.

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