Effects of Using a Rubric during the Assessment of the Principal Internship

Glenn L. Koonce

Regent University 

Michael D. Kelly

Regent University



This study investigated the outcomes of three assessments for an education leadership program internship: 1) Principal Internship Mentors Assessment (PIMA), 2) University Supervisor Assessment (USA), and 3) Intern’s Self-Assessment (ISA). The mentor, university supervisor, and intern ratings from the three assessments were compared to determine if the use of a rubric substantially improved the alignment of the assessors compared to a previous study where a rubric was not used.  The analysis for each of the three internship assessments (PIMA, USA and ISA) demonstrated no significant differences in the means for ISLLC Standards 3, 4 or 6.  There were significant differences in responses for ISLLC Standards 1, 2 and 5.  In each of the cases where significant means were identified, the responses of the university supervisors were involved.

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