Pre-service and In-service Teachers’ Rubric Assessments of Mathematical Problem Solving

This paper will report findings from a study designed to explore pre-service and in-service teachers’ rubric assessments of 4th-grade student mathematics work samples. Pre-service and in-service elementary school teachers were recruited to participate in this survey-based research which included three hypotheses: (a) in-service teachers would report greater confidence levels using rubrics and exhibit better attitudes toward assessment than pre-service teachers, (b) in-service teachers would be more reliable in their rubric scores than pre-service teachers, and (c) in-service teachers would identify greater differences than pre-service teachers in their evaluations of the work samples. Descriptive statistics, t-tests, and qualitative methods were employed