The placement of pre-service teachers in
schools to integrate theoretical learning with
practical experience is an integral component
of many tertiary education courses. Issues with
both the reliability and validity of assessment
grades in a workplace environment suggest
a call to strengthen the level of academic
rigour of these placements. In this study,
professional development lecturers in one
education program [Avondale College of Higher
Education, NSW] constructed a standardsbased
grading rubric designed to assist mentor
teachers assess the performance of pre-service
teachers. After implementation of the rubric
for two Professional Experience sessions,
mentor teachers were surveyed to assess the
effectiveness and usefulness of the grading
rubric. Results from quantitative and qualitative
data found the grading rubric to be a vital tool in
the assessment process. Benefits of the grading
rubric included accuracy and consistency of
grading, ability to identify specific areas of
desired development and facilitation of mentor
to pre-service teacher feedback. This research
asserts that the assessment grading rubric was
a useful tool for all three parties concerned: the
course supervisor, the mentor teacher and the
pre-service teacher
