Contribution of rubrics to science education is undeniable since they focus on the construction process of the product and the product itself that is constructed by transforming knowledge into performance, and they can control these either in detail or superficially. Rubrics can complement existing measurement tools in exposing the connection between daily life and positive sciences, and can support those tools. Thus, frequent use of rubrics in education may provide valuable contribution to the increase of advanced cognitive skills related to science, technology, society, and environment. In addition, in order for innovations in education systems to be successful, it has been underlined that there is a need for teachers who are open to innovation and who can apply these innovative developments (Bahar et al. 2012). Therefore, it is necessary for teachers to pay attention to complementary measurement and evaluation methods as much as they do to frequently used ones, and to know how to use these methods and they should be willing to use them.

In addition to all these, it is also a matter of curiosity what teachers’ beliefs related to their ability to use complementary measurement tools are, and what their expectancy of self-efficacy related to preparing and using these will be. Thus, it is important to investigate one’s existing belief in their ability to use complementary measurement tools. In their study, Gelbal and Kelecioglu (1997) determined that teachers use measurement tools which they feel themselves sufficient with more than others. With the “Self-Efficacy Toward Using Rubric Belief (SEURB),” which is based on self-efficacy belief, teachers’ and pre-service teachers’ self-efficacy expectations concerning their ability in preparing and applying important complementary measurement-evaluation tools such as rubrics are addressed.

As such, SEURB may provide insight to the extent of teachers’ beliefs in their ability to use complementary evaluation-measurement tools, which has a significant place in their professional performance when using the constructivist approach, and it can also enables us to predict how much effort they will show concerning this in the future with scales designed to measure self-efficacy toward using rubric, teachers’ and pre-service teachers’ professional skills may be determined, and these skills may be improved. All these reasons necessitate a valid and reliable Turkish “Self-Efficacy Scale Toward Using Rubric” (SESUR).

The aim of this study is to develop a valid and reliable scale to be used in measuring pre-service teachers’ self-efficacy toward using rubric beliefs. 

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