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In the current paper, we present stories on the design and evaluation of scoring rubrics for the assessment of student teachers in teacher education, in particular, biology teaching. We describe dilemmas related to developing scoring rubrics for assessment of student teachers. Questions related to these dilemmas concern the level of detail in criteria, how to integrate theoretical and practical notions on effective teaching in criteria, how to decide on key aspects of teacher knowledge and functioning that should be assessed, and how the ideas and input of different stakeholders can be balanced. We also describe how we developed the criteria and standards for assessing our student teachers, taking these questions into account. We present stories on the design and evaluation process of our rubrics, which are illustrated by examples from assessment of two student teachers in biology.

Dilemmas in Designing Rubrics for the Assessment of Student Teachers in Teacher Education