Your child’s progress is not only based on ‘tests’ but on the learning that takes place within the classroom and in different settings outwith the classroom. Evidence of children and young people’s progress and achievements will come from day to day learning and through the things they may write, say, make or do. For example, […]

Assessment is a way of supporting learning. It helps teachers, learners, parents and others to understand the depth and breadth of learning undertaken so that progress and next steps can be discussed and planned. There are eight curriculum areas (containing a range of subjects): Expressive arts Health and wellbeing Languages (including English, Gaelic, classical languages […]

​Assessment is carried out to see what children and young people know, understand and are able to do. Assessment is very important for tracking progress, planning next steps, reporting and involving parents, children and young people in learning. Assessment covers: The ways teachers support and assess children’s learning and monitor progress and identify next steps […]

Asking students to demonstrate their understanding of the subject matter is critical to the learning process; it is essential to evaluate whether the educational goals and standards of the lessons are being met. Assessment is an integral part of instruction, as it determines whether or not the goals of education are being met. Assessment affects […]

Assessment for learning is best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies. Assessment, teaching, and learning are inextricably linked, as each informs the others. Assessment is a powerful process that can either optimise or inhibit learning, depending […]

Grading is the process of interpreting student learning products and performance to: Reflect where students stand in relation to an orderly development of competence. Inform both student and teacher not only the current level of students’ learning, but also what needs to be done to improve that position. Be combined with other grades in order […]

Develop a different rubric for each assignment Although this takes time in the beginning, you’ll find that rubrics can be changed slightly or re-used later.  If you are seeking pre-existing rubrics, consider Rhodes (2009) for the AAC&U VALUE rubrics, cited below, or Facione and Facione (1994). Whether you develop your own or use an existing rubric, […]

You can enhance students’ learning experience by involving them in the rubric development process. Either as a class or in small groups, students decide upon criteria for grading the assignment. It would be helpful to provide students with samples of exemplary work so they could identify the criteria with greater ease. In such an activity, […]

Decide what criteria or essential elements must be present in the student’s work to ensure that it is high in quality. At this stage, you might even consider selecting samples of exemplary student work that can be shown to students when setting assignments. Decide how many levels of achievement you will include on the rubric […]

What is a rubric? A rubric is an assessment tool that clearly indicates achievement criteria across all the components of any kind of student work, from written to oral to visual. It can be used for marking assignments, class participation, or overall grades. There are two types of rubrics: holistic and analytical. Holistic rubrics Holistic rubrics […]