The Guide to Formative Assessment Rubrics: Exposure draft for trialling and feedback
Formative assessment is an integral part of the teaching and learning cycle. Formative assessment enables teachers to identify what a student can currently do and plan the next steps to progress student learning. Articulating the next steps in the learning process also benefits the students, as they have a clear view about their learning progression.
The Guide to Formative Assessment Rubrics (the Guide) provides advice about how to develop a formative assessment rubric. This process includes teachers explicitly describing what progress looks like and using this information to plan the teaching and learning program.
The Guide includes four parts:
- Part 1: The process of 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 in practice.
Pam Robertson, Jason Pietzner and Narelle English, from the Assessment Research Centre, University of Melbourne, have worked with the VCAA to develop this Guide.
The Guide is published as an exposure draft for trialling and feedback.
The exposure draft is provided here to enable schools to:
- Familiarise themselves with the approach
- Commence discussions within the school about how the approach may support student learning
- Consider whether they wish to provide feedback to strengthen the Guide.
The Guide to Formative Assessment Rubrics
Formative Assessment Rubrics trial
In May 2018, the VCAA invited expressions of interest from keen, experienced teachers to participate in a series of workshops to develop and share high-quality resources related to learning activities and formative assessment.
More than 150 Victorian teachers are currently engaged in workshops being run by University of Melbourne, using the Guide to support their learning and to develop and write a formative assessment rubric.
Through these workshops, teachers will be developing and trialling their own formative assessment rubrics, based on the process outlined by the Guide. It is anticipated that an updated version of the Guide will be published at the conclusion of these workshops, along with a range of rubrics and work samples across the learning areas and capabilities.
All Victorian schools are invited to provide feedback on the Guide. Please email feedback to: email@example.com