carey.peter@cathednet.wa.edu.au
A Rubric contains clear criteria that communicate to students what is expected of them to achieve an outcome at a particular level on a progress map. A rubric that shows a level of achievement will be drawn directly from a progress map. Depending on the learning, teaching and assessment task, it may include information relating to a broad outcome or components of an outcome. It may also contain more detailed information as exemplified in the pointers. The rubric would typically include achievement information relating to a number of sequential levels. This enables students to identify their current level of achievement as well as that additional achievement required to progress to higher levels.
Example
The
Outcome: Technology
Process
Task
Rubric: to assist in planning an appropriate learning experience for students, to monitor a student's progress, to assist a student "move foward" and "make progress", and to assist the teacher collect appropriate evidence of a student's demonstration of the outcome and its aspects
Task: design a toy to meet the
developmental needs of young children between 2 and 5 years of age.
Assessing:
Aspects of the
Technology Process investigating and devising
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TP: Layer 2 |
Increasing depth and breath of achievement
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Aspects of
the Outcome |
Level 2
|
Level
3 |
Level
4 |
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Investigating issues, values, needs and
opportunities. |
Investigates
and identifies the uses and effects of products, systems, processes, services
and environments. •
Find
out what types of toys tend to be most popular with pre-school children •
Uses
survey information to find out what people buy and what they think are the
most important features to include in a toy |
Examines
and identifies key design features, including aesthetic features, and
environmental effects of products, systems, processes, services and
environments. •
Examines
a popular toy and identifies the features that make it possible. •
Analyses
survey information and ranks the features of a toy to determine the most
important features |
Examines
the values and beliefs of both the developer and user that are evident in
technology. •
Identifies
the features of a selected toy and explains how the features stimulate a
child's senses. •
Analyses
survey information-identifying attitudes to gender when selecting toys. |
|
Devising and generating ideas and
preparing production proposals. |
Generates
designs and recognises some practical constraints using text, drawings or
models and, where necessary, introducing some technical terms. •
Produces
recognisable labelled sketches that take into account the tools available to
make the toy •
Thinks
about safety when recording steps to make the toy |
Generates
designs that take into account some social and environmental implications and
communicates using a range of graphical representations, models and technical
terms. •
Produces
recognisable labelled sketches that show consideration of the planned use for
the toy and take into account the properties of the material and the
available equipment. |
Generates
designs that take into account social and environmental values and
communicates using a range of graphical representations, models and technical
terms. •
Produces
recognisable-labelled sketches that result from consideration of a range of
alternatives and take into account the selected and the available. |
|
Producing solutions and managing production
processes |
Plans production processes and makes products, systems, processes,
services and environments using resources safely. •
Plans and carries out the steps for producing |
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Arts Skills and Processes, Level 3, 4 and 5