Enhancing Professional Knowledge and Self-Concept Through Self and Peer Assessment Using Rubric: A Case Study for Pre-Services TVET Teachers

Abstract

Abstract: Teacher education is aimed at developing reliable and skilled teachers, especially in this rapidly evolving educational environment. The transfer of technology to a boundless environment influences much of the teaching pedagogy in today's education system. While we observe it, the teachers are the ones that create the image of our community. It is therefore necessary for the education system of teachers to prioritize the expertise of teachers in a range of fields, such as content, skills, pedagogy, and technology. This study manipulates the rubric assessment as the intervention of educating the teachers to enhance their professional knowledge and self-concept through self and peer assessment. An experimental using single group with pre-test and post-test has been carried out. Self-concept was assessed by pre-test and post-test using a questionnaire, while professional skills were evaluated on a continuous basis through selfevaluation and peer assessment using the teaching simulation rubric. This is noticed that the student's self-concept was not significantly improved by the application of the strategy. Nonetheless, the results showed a trend of increasing on students' scores withor fluctuating levels, which could be related toindividual performance of professional skills. The implication is that the use of rubric with self and peer assessment practice could expedite students' professional skills development as a teacher. Keywords: Professional Knowledge, Self-Concept, Self and Peer Assessment, Pre-Services, TVET