RUBRIC ASSESSMENT
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.
| Criteria | Year group, Term, Subject, Topic | |||
| BRONZE | SILVER | GOLD | PLATINUM | |
| Learners will
They will:
|
I can | I can | I can | I can |
| Learners will
They will:
|
I can | I can | I can | I can |
| Learners will
They will:
|
I can | I can | I can | I can |
Below is an example of a complete rubric assessment which has been designed for an individual art class.
| Criteria | Year 7.1 Term 1 - ELEMENTS OF ART | |||
| BRONZE | SILVER | GOLD | PLATINUM | |
| Learners will develop knowledge and understanding in order to use materials skilfully.
They will: develop ideas through observations and investigation Use a range of media to establish a starting point. |
I can tell you which piece of art work I like and why | I can use subject specific vocabulary when telling you why I like a piece of art work | I can suggest changes to piece of artwork | I can make judgements and recording of ideas that are consistent, detailed and thoughtful |
| Learners will explore and Investigate elements of art.
They will: Record ideas/ Observations Make judgements about artists Use appropriate disciplinary vocabulary |
I can recognise element of art in artists work | I can identify elements of art in artists work | I can justify an artist’s use of elements in their work | I can, from my exploration, provide a detailed analysis of an artists use of elements of art in their work |
| Leaners will evaluate and refine ideas
They will: Select, explore experiment in order to refine their work. Compare your work and the artist and experiment with materials |
I can experiment with materials to refine my ideas | I can justify my use of materials and suggest how it can be improved | I can explain how my ideas and use of materials have developed and outline what I have learnt about the materials | I can justify my idea development and make references to the focus artist. I can explain how I have experimented with materials and suggest how the focus artist experimented with materials |
| Learners will plan, develop and create purposeful presentation piece
They will: Demonstrate the knowledge and skills from their studies. |
I can list the skills I have used | I can describe the skills I have learnt and explain how I have used these | I can describe the skills and knowledge I have learnt and compare these to the focus artist | I can compare the skills and knowledge learnt to the focus artist, justifying my use of these in my final piece |