Assessment Rubrics
Clear and explicit assessment criteria and rubrics are meant to increase the transparency of the assessment and aim to develop learners into ‘novice assessors’ (Gipps, 1994) and facilitating deep learning. Providing well-designed criteria and rubrics, contributes to communicating assessment requirements that can be more inclusive to all (including markers) regardless of previous learning experiences, and or individual differences in language, cultural and educational background. It also facilitates the development of self-judgment skills (Boud & Falchikov, 2007).

The assessment rubric, forms part of a set of criteria and refers specifically to the “levels of performance quality on the criteria.” (Brookhart & Chen, 2015) An assessment rubric is therefore a tool used in the process of assessing learners work that usually includes essential features namely the quality definitions (levels of mastery), specify the levels of achievement / performance in each criterion. (Dawson, 2017).

Rubrics at Oakfield

Rubric assessments are shared with learners in all lessons and are constructed using the bronze, silver, gold and platinum levels of mastery. Each rubric is individualised to the ability of the class.

Below is an example of a complete rubric assessment which has been designed for an individual art class.