Progressive electronic self-assessment to promote reflective processes of future teachers

Abstract

This paper presents an empiric study on reflective processes in preservice teachers assessed by the progressive use of electronic self-assessment during the practicum in initial training. We used an electronic rubric (e-rubric) to analyse the evolution of the reflection, which was designed in the CoRubric application, whose characteristics (annotations, observations and comments) can contribute to the improvement of the reflections. We analysed 240 applications of the e-rubric for self-assessment of reflective diaries in the Elementary and Primary Education degrees. The aim is to analyse the evolution and improvement of preservice teachers' diaries and, as a result, to contribute to a formative evaluation that will help to create awareness of the reflective skills acquired during their practicum. The results show statistically significant increase in the e-rubric indicators for most students from the first to the last self-assessment. There are advances, but also, it shows that the preservice teachers need to improve their reflective skills. We conclude that self-assessment with electronic rubrics helps preservice teachers to reflect on the acquired practical knowledge, contributing to integrate and improve the reflective processes during the practicum.