DEVELOPING AN ELECTRONIC RUBRIC TO ASSESS LEADERSHIP BEHAVIOR

OF SECONDARY SCHOOL STUDENTS

Dhanya GResearch Scholar

School of Pedagogical SciencesM. G. University, Kottayam

Leadership

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

Evolution of Leadership Theories

Charismatic leadership

Situational leadership

Authentic leadership

Transactional leadership

Transformational leadership

Distributed leadership

Servant leadership

• In traditional classroom teacher has to execute foremost leadership responsibility.

• Constructivist classroom demands proficient

leadership form the part of students for construction of knowledge.

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

Phases of Constructivist Classroom

• Whole class discussions,• Small group works • Individual works

Whole Class Discussion

Task Commencement Group Reflection

Task commencement

Group WorkIndividual Work

Group Reflection

Leaderships Behaviors and Directly Associated Classroom Sessions

Task- Oriented Leadership

Individual work

Group work

Group reflection

Relations- oriented Leadership

Group work

Group Reflection

Self leadership

Individual work

Group work

Group reflection

Electronic Rubric

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

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.

1. Identification of Components

• Task –oriented Ledership• Relations- Oriented Leadership• Self Ledership

1.1 Task oriented leadership

• Clarification of relevant doubts• Time management• Extensive planning• Clear and novel formatting of results

involvement in group discussion sessions

1.2 Relations-oriented Leadership

• Friendly approach to others• Careful listening• Taking turn• Supportive gestures • Commitment to group work

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.

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.

3. Writing descriptors

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

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.

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.

Conclusion

• Constructed electronic rubric is a self expounding assessment tool.

• This distinctive tool is adequate for both qualitative illustration and quantitative evaluation

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.