TEACHERS’ PERCEPTIONS OF COMPETENCE RELATED TO RUBRICS AND THE PROBLEMS THEY CONFRONTf

Abstract

The purpose of this research is to determine the competencies and difficulties experiencedby science teachers in developing, using, and scoring rubrics. For this purpose, the descriptivesurvey model was used in the research. This study was conducted with 71 science teachersworking in 12 different provinces of Turkey. The availability sampling method was used todetermine the sample of the study. A survey of 17 items developed by researchers was used todetermine teachers' views on the rubric. Personal information and Likert-type questions in thesurvey were analyzed with descriptive statistics. As a result, it was found that the teachers feltpartially adequate in preparing and applying rubric and scoring, and faced some difficulties inthese processes. It was determined that most science teachers had difficulty in understandingexplanations, deciding on the appropriate subject, deciding on the type of rubric to be used,and the criteria of performance to be measured when preparing the rubric. It was also revealedthat the limited level of knowledge of most teachers about rubrics partly affected their practicewith these tools. Finally, it was found that the teachers were always objective and tolerant whenscoring with rubrics, never giving close scores without looking at performance, sometimesaffecting the student's overall success in class and disciplinary behavior.