Victorian Curriculum F-10 logo 

Seeking Expressions of Interest for Formative Assessment Rubrics Professional Learning

The VCAA is seeking expressions of interest from keen and experienced teachers who are interested in strengthening their knowledge and understanding of formative assessment rubrics to progress student learning across the Victorian Curriculum F–10.

Teachers will participate in professional learning around formative assessment rubrics, based on the principles in theGuide to Formative Assessment Rubrics (pdf - 1.39mb), and will be expected to:

  • attend three full-day workshops between May and September
  • collaborate with other teachers, academics and VCAA Curriculum Managers to develop and trial their own formative assessment rubric in the classroom
  • collect, assess and annotate student work samples for possible publication on the VCAA website.

A range of approaches is being used to identify participants. The VCAA is seeking expressions of interest specifically from teachers who will be teaching the following curriculum areas in Terms 2 and 3.

Please note that teachers may apply individually, or as a team or network of teachers.

Curriculum areas and level ranges
Curriculum areaLevel range
The Arts (Dance)7–10
The Arts (Drama)7–10
The Arts (Media Arts) F–10
The Arts (Music)F–6
The Arts (Visual Arts)F–10
The Arts (Visual Communication Design)7–10
Critical and Creative Thinking (Reasoning strand)3–10
English (Writing) F–10
Ethical Capability3–10
Health Education F–10
Physical Education F–6

The Humanities (Civics and Citizenship)

School teams/networks encouraged to apply

F–10

The Humanities (Economics and Business)

School teams/networks encouraged to apply

F–10

The Humanities (Geography)

School teams/networks encouraged to apply

F–10

The Humanities (History)

School teams/networks encouraged to apply

F–10
LanguagesF–6
Mathematics (Computational and algorithmic thinking)  F–10
Personal and Social Capability (Social Awareness and Management strand with a focus on conflict resolution) 3–10
Science (Science Inquiry Skills strand)F–10

 

What 2018 participants have said about the workshops

 "…by using a formative assessment rubric I can gain a detailed understanding of where my students are at and what they need to work on next. This, in turn, guides my differentiated teaching."

"Being able to collaborate with other professionals was very rewarding."

For more teacher reflections, see the video 'Teachers' reflections on developing and using formative assessment rubrics' at the end of this webpage.   

What to do next?

If you are interested in participating in this professional learning:

  1. Read theFormative Assessment Rubrics Professional Learning Frequently Asked Questions (docx - 30kb).
  2. Discuss with your principal and obtain his/her agreement for you to participate
  3. Submit your expression of interest via the online form.

Please note that submitting an expression of interest does not automatically guarantee a place in the professional learning.

Expressions of interest close Monday 25 March 2019.

Further information or queries

Jennifer Swanton or Stephanie Pearce
Victorian Curriculum F–10 Unit
Ph: 9651 3962 or 9651 3959
Email: swanton.jennifer.j@edumail.vic.gov.au or pearce.stephanie.k@edumail.vic.gov.au


 

Guide to Formative Assessment Rubrics

Formative assessment is any assessment that is used to improve teaching and learning. Best-practice formative assessment uses a rigorous approach in which each step of the assessment process is carefully thought through.

The Victorian Curriculum and Assessment Authority has developed the Guide to Formative Assessment Rubrics with experts from the University of Melbourne’s Assessment Research Centre to assist teachers to use formative assessment practices in Victorian classrooms.

The guide provides advice to teachers about how to develop formative assessment rubrics linked to the Victorian Curriculum F–10. This advice will assist teachers to identify the actual learning level of each student based on evidence of what the student knows and can do, and to understand what each student is ready to learn next.

The guide includes four parts:

  • Part 1: Describing a learning continuum
  • Part 2: Developing a formative assessment rubric
  • Part 3: Collecting, interpreting and using evidence to plan for teaching and learning
  • Part 4: Formative assessment rubrics in practice.

Pam Robertson, Jason Pietzner and Narelle English, from the Assessment Research Centre, University of Melbourne, contributed to the development of this guide.

Please note that the updated guide replaces the version published for trialling and feedback in 2018.

Teachers’ reflections on developing and using formative assessment rubrics

A short video has been produced of teachers’ reflections from  a series of formative assessment workshops held by the VCAA and the University of Melbourne in 2018. Participants were asked to design a learning task and formative assessment rubric, and to implement this in their school.

Developing Formative Assessment Rubrics: teachers' reflections transcript (docx - 62.88kb)