Developing an electronic rubric to assess leadership behavior of secondary school students Key Terms : Leadership behavior, Constructvist classroom, Electronic rubric

1. DEVELOPING AN ELECTRONIC RUBRIC
TO ASSESS LEADERSHIP BEHAVIOR
OF SECONDARY SCHOOL STUDENTS
Dhanya G
Research Scholar
School of Pedagogical Sciences
M. G. University, Kottayam

2. Leadership
• Leadership is the process of influencing
members of an organization to accomplish
desired goals (Robbins, Judge & Vohra, 2013).

4. • In traditional classroom teacher has to
execute foremost leadership responsibility.
• Constructivist classroom demands proficient
leadership form the part of students for
construction of knowledge.

5. Objectives of the Study
• 1. Developing a rubric to assess leadership
behavior of secondary school students.
• 2. Designing electronic version of the
leadership behavior assessment rubric

6. Phases of Constructivist Classroom
• Whole class discussions,
• Small group works
• Individual works

9. Leaderships Behaviors and Directly Associated
Classroom Sessions

10. Electronic Rubric
• Rubric is a scoring device in the form of a
matrix describing varying levels of success
(McCollister, 2002).

11. Steps for the Development of
Electronic Rubric
• Identification of components of leadership
behaviors
• Selection of scale and scoring pattern
• Writing description
• Pilot study
• Renovation of paper rubric to electronic
version are the.

12. 1. Identification of Components
• Task –oriented Ledership
• Relations- Oriented Leadership
• Self Ledership

13. 1.1 Task oriented leadership
• Clarification of relevant doubts
• Time management
• Extensive planning
• Clear and novel formatting of results
involvement in group discussion sessions

14. 1.2 Relations-oriented Leadership
• Friendly approach to others
• Careful listening
• Taking turn
• Supportive gestures
• Commitment to group work

15. 1. 3 Self-Leadership
• Self-influence using cognitive strategies like
self-dialogue and mental imagery (Neck &
Manz, 1996).
• This leadership behavior is critical and
essential capital for all other leadership
behaviors.

16. 2. Selection of Scale and Scoring
Pattern
• A five point scale was selected to design an
analytic rubric.
• The maximum score for the rubric will be
fifteen and minimum score will be three.

17. 3. Writing descriptors
• Descriptors have written to five levels of
performance of three components based on
the corresponding specifications.

18. 4. Pilot Study
• Pilot study was done by assessing
leadership behavior of three students in
chemistry classroom
• Reliability of the rubric was found as 0.78.

19. 5. Designing Electronic Version
• Various online tools are available to design
rubrics. The investigator selected ‘rubistar’ for
creating electronic version of the rubric. The
rubric is made available in the website of
rubistar.

20. Conclusion
• Constructed electronic rubric is a self
expounding assessment tool.
• This distinctive tool is adequate for both
qualitative illustration and quantitative
evaluation

21. Reference
•
• Humprey, R. H. (2014). Effect of leadership. Los Angeles: Sage Publication Inc.
•
• Manz, C. (1986). Self-Leadership: Towards an expanded theory of self-influence processes in organizations. The
Academy of Management Review, 11(3), 585-600. Retrieved from http://www.jstor.org/stable/258312
•
• McCollister, S. (2002). Developing criteria rubrics in the art classroom. Art Education, 55(4), 46-52. Retrieved from
http://www. jstor.org/ stable/3193968
•
• Moore, K D. (2015). Effective classroom strategies: Theory and practice (4th ed. ). Los Angeles: Sage Publication Inc.
•
• Neck, C., & Manz, C. (1996). Thought self-leadership: the impact of mental strategies training on employee
cognition, behavior, and affect. Journal of Organizational Behavior, 17(5), 445-467. Retrieved from
http://www.jstor.org/stable/2488555
•
• Robbins S. P., Judge, T. A., & Vohra, N. (2013). Organizational behavior (15th ed.). New Delhi: Pearson Education in
South Asia.
•
• Wilson, F. M. (2010). Organizational behavior and work: A critical introduction (3rd ed.). New York: Oxford
University Press.