Instructional rubrics as an alternative approach for improving practical teaching among teachers candidate

Practical teaching process is different as compared to the theoretical teaching process. Practical teaching in workshops or laboratories requires teachers who have the knowledge, skills and attitude in order to provide high efficiency in the teaching process. Therefore, an instrument that is legal and can be trusted is needed to measure teacher candidate competency value so that the skills can be ensured and enhanced before the teacher candidate step into a practical job later. Existing assessment instruments in Universiti Tun Hussein Onn Malaysia (UTHM) that evaluate the teacher candidate are in the form of a checklist and are not specific towards every construct. Therefore, this study was conducted to design practical teaching assessment rubric to assess teacher candidate teaching at the university. The construction of this rubric involves four phases: Phase 1, the formation of concepts and items; Phase 2, construction sections; Phase 3, pilot study and the validity of the content and Phase 4, data analysis and discussion. This study used a Multiple Facet Rasch Measurement Model version 3.71.4 which involves three facets, namely, items, the examiner, and video teaching students. Examiners consist of 14 students from semester two of, Master of Technical and Vocational Education in UTHM enrolled in the subject of Microteaching in PTV. Meanwhile, student teaching videos were taken from student of Postgraduate Diploma in Education (DPLI), UTHM. The resulting rubric has been reviewed in terms of reliability, value of infit and outfit mean square so that it meets the requirements of the Rasch Measurement Model. Analysis of data results found out that the produced rubric can assess teacher candidate practical lesson in UTHM