The Analysis of the Ability of Preservice Teachers in Compiling an Analysis Rubric for Learning Performance Assessments

Abstract

Abstract This study aimed to explore techniques to make analysis rubrics on performance assessments based on the teaching experience of preservice teachers. The method of this study was descriptive qualitative. The random sampling technique was used to select the final semester of Biology Education Study Program students who had taken the Learning Evaluation course, Curriculum Development, Community Service Program, and Field Experience Practices. The data was collected using a closed-ended questionnaire with a Likert scale, interviews to obtain data related to students’ ability to compile an analysis rubric, and documentation to determine the suitability of the analysis of performance assessment rubrics in the sample lesson plan. The results showed that the ability of some preservice teachers to compile an analysis rubric on performance assessment was still inadequate (35. 49%). The obstacles experienced by the preservice teachers were in determining rubric criteria, compiling rubric descriptions, integrating biology-specific material with scientific work capabilities, and scoring the analysis rubric. This showed that the preservice teachers needed to have sufficient training in compiling an assessment rubric that is specific for biology material to optimize the assessment of learning performance.