Guide To Formative Assessment Rubrics - Year 12 Students .
Guide toFormative AssessmentRubricsVictorian Curriculum F–10
The Victorian Curriculum and Assessment Authority acknowledges the contribution of Pam Robertson, Jason Pietzner and NarelleEnglish, Assessment Research Centre, University of Melbourne, in the development of this guide.Authorised and published by the Victorian Curriculum and Assessment AuthorityLevel 7, 2 Lonsdale StreetMelbourne VIC 3000ISBN: 978-1-925676-95-2 Victorian Curriculum and Assessment Authority 2019.Exposure draft published for trialling and feedback July 2018.No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the VCAA.Excepting third-party elements, schools may use this resource in accordance with the VCAA educational allowance. For moreinformation go to: copyright.aspx.The VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be found on the VCAA website:www.vcaa.vic.edu.au.This publication may contain copyright material belonging to a third party. Every effort has been made to contact all copyright owners. Ifyou believe that material in this publication is an infringement of your copyright, please email the Copyright Officer:vcaa.copyright@edumail.vic.gov.auCopyright in materials appearing at any sites linked to this document rests with the copyright owner/s of those materials, subject to theCopyright Act. The VCAA recommends you refer to copyright statements at linked sites before using such materials.The VCAA logo is a registered trademark of the Victorian Curriculum and Assessment Authority.
Guide to Formative Assessment RubricsContentsIntroduction . 1Student learning and assessment . 1What is formative assessment?. 2Purpose of the guide . 2Structure of the guide . 3Part 1: Describing a learning continuum. 4What is a learning continuum and why is it needed? . 4What is a curriculum continuum? . 5Using the Victorian Curriculum F–10 as a learning continuum. 6Using professional expertise to develop a more granular learning continuum . 7Part 1 summary . 10Part 2: Developing a formative assessment rubric. 11What makes up the rubric structure and how does this assist in describing increasingsophistication? . 11Refining the rubric to support consistent assessment . 15Communicating learning expectations to intended users . 15Part 3: Collecting, interpreting and using evidence to plan for teaching and learning. 17Collecting evidence of student learning . 17Interpreting evidence of student learning . 17Using formative assessment to plan for teaching and learning . 18Part 4: Formative assessment rubrics in practice . 19Worked example: Literacy . 19Worked example: Numeracy . 21Next steps for schools. 23Glossary . 24Further reading . 25Appendix: Victorian Curriculum F–10 structure . 26
Guide to Formative Assessment RubricsIntroductionStudent learning and assessmentStudent learning is produced, shaped and affected by four connected components. Eachcomponent plays a distinct role in the process of student learning and is interconnected withall of the others. The four components of student learning include the what, how, how welland where of student learning:The Victorian Curriculum F–10 is a set of progressions that define increasingly complexknowledge, skills and concepts grouped and defined by learning areas and capabilities.The Victorian Curriculum F–10 is not set out according to nominal school year levels butto developmental levels on a continuum of learning, which allows a teacher to point tocurrent levels of achievement for every student and allows for appropriate planning forexpected levels of achievement.Because of this structure, the Victorian Curriculum F–10 facilitates an increased focus inVictorian schools on the development of personalised learning programs for all students,where curriculum delivery is planned in relation to the actual learning level of each studentrather than their assumed level of learning. This is consistent with Vygotsky’s now widelycited concept of the ‘zone of proximal development’. This concept is picked up in theRevised Curriculum Planning and Reporting Guidelines (VCAA 2015) with a quotation fromAustralian Council for Educational Research Chief Executive Officer Geoff Masters:It is well understood at the level of the classroom that successful learning ismore likely when individual learners are given learning opportunitiesappropriate to their current levels of achievement and learning needs. VCAAPage 1
Guide to Formative Assessment RubricsWhat is formative assessment?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 theassessment process is carefully thought through.Assessment is a three-step process by which evidence is collected, interpreted and used.By definition, the final step of formative assessment requires a use that improves teachingand learning.For the best results, teachers can work together to interrogate the curriculum and use theirprofessional expertise and knowledge of their students to outline a learning continuumincluding a rubric of measurable, user-friendly descriptions of skills and knowledge. Oncethis planning work is completed and there is explicit detail about what progress might looklike in their classroom, teachers can draw on this learning continuum and rubric to collectevidence of current competence for each student.This evidence is evaluated and the learningKey messagescontinuum and rubric is then used to provide The Victorian Curriculum F–10formative feedback and describe the learningis written as a continuum andexpectations for all students in the class, tailoredthis structure supports formativeto individual needs.assessment.Teachers can then use this learning continuum to Formative assessment enablesdetermine the best evidence-based pedagogy toteachers to collect evidenceteach the knowledge and skills and progressabout what a student canstudent learning. Teachers should also considercurrently do and to plan thewhere it is useful for students to receive timely andnext steps to progress studentdetailed feedback to support progress within a task,learning.learning activity or unit of work. Formative assessment helpsteachers identify learningThe Guide to Formative Assessmentintentions/goals for eachRubrics outlines how to develop a formativestudent.assessment rubric to collect, interpret and use A formative assessment rubricevidence of student learning to plan teachingassists students and teachersand learning. Adopting the practices outlinedto have a consistentin this guide will help teachers to decide whatunderstanding of the nextstudents know and can do and will assistphase in learning.them to identify what students are ready to Formative assessment is anlearn next.integral part of the teaching andlearning cycle.Purpose of the guideThe primary purpose of this guide is to provide advice to teachers about how to developformative assessment rubrics, which assist teachers to identify the actual learning level ofeach student based on evidence of what students know and can do and to understand whatstudents are ready to learn next.Specifically, the guide provides advice about: determining learning intentions/goals using the Victorian Curriculum F–10designing formative assessment rubricsusing information from formative assessment rubrics to plan teaching and learning.This guide does not provide detailed information about student agency, feedback,moderation processes, evidence-based pedagogical approaches or reporting; however, VCAAPage 2
Guide to Formative Assessment Rubricsthese are important teacher considerations when undertaking formative assessment withinthe classroom.Structure of the guideThe guide consists of four parts:Part 1: Describing a learning continuumPart 2: Developing a formative assessment rubricPart 3: Collecting, interpreting and using evidence to plan for teaching and learningPart 4: Formative assessment rubrics in practice.A note on terminology:Key terms are defined as they appear in the text and have been included in a glossary.Common alternatives are also indicated.Picture of practiceEmma is a primary school teacherwho uses rubrics as a formativeassessment tool with her Year 6writing class. Emma developed therubric prior to commencing thepersuasive writing unit. Emma getsher students to initially use it to selfassess their writing ability and todevelop learning goals. Most studentswork with a partner to confirmjudgments about their persuasivewriting ability but Emma also workswith some students individually.During the planning, writing and editing stages of their work, students refer to the rubric bothas a reminder of task requirements, and to target essential writing features andimprovements. Students also use the rubric as a tool for giving peer-to-peer feedback,enabling them to target their feedback to the specific task requirements and goals thestudents created for themselves. This feedback is recorded using the rubrics.Throughout the persuasive writing unit, Emma uses the rubric to plan learning activitiesbased on her students’ needs, and to keep conferencing discussions focused and orientedtowards student learning. Emma uses the recorded peer- and self-assessments during theunit as a basis for discussions about progress as well as future goals. VCAAPage 3
Guide to Formative Assessment RubricsPart 1: Describing a learning continuumWhat is a learning continuum and why is it needed?When planning a teaching and learning program, it helps to understand the typicaldevelopmental phases students go through in their learning. These are known as a‘learning continuum’.When using a learning continuum, teachers can: collect evidence of learning because thephases indicate what to look forinterpret the evidence collected against thephases to identify what students are readyto learn nextuse the information to design teaching andlearning activities that help students to progressalong the continuum.A learning continuum can be developed in twoways:1. solely using the Victorian Curriculum F–10content descriptions and achievementstandards2. using the Victorian Curriculum F–10 incombination with teacher expertise to describemore granular phases between achievementstandards or more complex knowledgeand/or skills.When creating formative assessment rubrics, it isimportant to use a learning continuum that breakslearning down into phases that are the rightgranularity to support lesson-to-lesson decisions oractivity-to-activity decisions and to support studentlearning progression. VCAAPage 4TerminologyLearning continuumA progression of knowledge andskills derived from a curriculum.This can be developed by teachersand may consist of a selection ofparts from a curriculum continuum,sometimes with more detail added.PhasesThe increments in a learningcontinuum that detail thedevelopment typically seen instudents as they become moreproficient. Phase descriptions helpteachers to recognise students atdifferent points along thecontinuum.GranularityThe level of detail of knowledgeand skills provided in a learningcontinuum.
Guide to Formative Assessment RubricsWhat is a curriculum continuum?The Victorian Curriculum F–10 is structured as acurriculum continuum, describing the knowledgeand skills that every student should learn duringtheir first 11 years of schooling. The VictorianCurriculum F–10 sets out a single, coherent andcomprehensive set of content descriptions andassociated achievement standards to enableteachers to plan, monitor and assess the learningachievement of every student.The Victorian Curriculum F–10 is structured as acontinuum across levels of learning achievement,not years of schooling. This enables thedevelopment of targeted learning programs for allstudents, where the curriculum is used to plan inrelation to the actual learning level of each studentrather than their assumed level of learning basedon school year level and age.Each learning area and capability includescontent descriptions explaining what is to betaught and achievement standards describingwhat students are able to understand and do atdifferent levels of learning. The achievementstandards are provided in 11 levels for Englishand Mathematics and in five or six bands for allthe other learning areas and capabilities. Referto the Appendix for an outline of the structure ofthe Victorian Curriculum F–10 and the locationof the achievement standards. VCAAPage 5TerminologyCurriculum continuumA progression of knowledge andskills organised into learning areasand capabilities. The VictorianCurriculum F–10 contains multiplecurriculum continuums.Content descriptionsSpecific and discrete informationidentifying what teachers areexpected to teach and studentsare expected to learn.Achievement standardsStatements that describe whatstudents are typically able tounderstand and do, and that are thebasis for reporting studentachievement.
Guide to Formative Assessment RubricsUsing the Victorian Curriculum F–10 as a learningcontinuumSometimes, the phases described in the curriculum continuum are the right granularity toinform teaching and learning and can be used directly as a learning continuum.Example 1: Using part of the curriculum continuumExample 1 demonstrates a situation where content descriptions and specific statementsfrom the achievement standards provide sufficient detail to enable a teacher to establish thephases of a learning continuum and set clear learning intentions and goals for students. It iseasy to see how a student would move from one phase to another.English: Speaking and Listening mode, Language for interaction sub-strandTip: Teachers can check if the Victorian Curriculum F–10 continuum provides the rightgranularity to inform teaching and learning by considering whether they can place allstudents within a recently taught class on this continuum. If not, teachers will need totake one of the following approaches. VCAAPage 6
Guide to Formative Assessment RubricsUsing professional expertise to develop a more granularlearning continuumTeachers may need to use a more granular continuum than is provided by the curriculum.This need for more granular information can occur when teaching complex skills orknowledge. More detail is helpful for both teachers and students as it articulates progressionin smaller, more achievable phases. This supports teachers and students to identify thecurrent level of achievement, enabling targeted and effective teaching to be provided.Additional detail can support teacher decision-making, on a lesson-to-lesson or activity-toactivity basis.Typically, teachers may want to write their own learning continuums for the followingreasons: to clarify the development phases within one content description or a small extract fromthe achievement standard within the curriculum (Example 2, below)to span the gap between adjacent curriculum levels and/or bands (Example 3)to combine several content descriptions to focus on a particular situation or context.Teachers can develop a learning continuum with more granularity by writing their owndescriptions of the typical phases in learning. This can be done: from experience, such as where the teachernotices the knowledge and skills are complexby collaborating with other teachersby adapting a developmental taxonomy suchas Structure of the Observed LearningOutcome (SOLO)by examining student work samples andidentifying the phases demonstrated.Tips: TerminologyDevelopmental taxonomyA research-derived classificationthat describes developmentalstages in generic skills andknowledge. For example: Bloom’staxonomy, SOLO.While a teacher working alone can describe learning continuums, the best continuumsusually come from teachers working collaboratively to write statements for each phase.Student work samples can assist in identifying and describing phases.Careful consideration should be given to the purpose, intended use and timecommitment required to develop a high-quality formative assessment rubric.Example 2: Using professional expertise to develop a learning continuumwithin a curriculum levelExample 2 describes a learning continuum that articulates the phases within one contentdescription and one statement extracted from an achievement standard from the VictorianCurriculum F–10. This example also recognises the importance of extending students.This level of granularity supports teachers to know what they are looking for as evidence oflearning, helping them to target their teaching to the needs of each student. This learningcontinuum supports students to know what comes next. VCAAPage 7
Guide to Formative Assessment RubricsMathematics: Measurement and GeometryTip: Giving students a copy of a formative assessment rubric allows them to see examplesof the phases and identify their learning goals, supporting them to see how far theymight progress. It also provides an aspirational extension, which can removeunintentional barriers to their learning. VCAAPage 8
Guide to Formative Assessment RubricsExample 3: Using professional expertise to develop a learning continuum tospan the gap between adjacent achievement standardsExample 3 focuses on texts in group discussions across three levels of the VictorianCurriculum F–10: English. The number of levels covered does not have to correlate with thenumber of phases that teachers identify to support this learning.English: Speaking and Listening mode, focusing on texts in group discussionsTip: Greater detail or granularity supports better observation of student learning within amixed-ability classroom. Addit
Formative assessment helps teachers identify learning intentions/goals for each student. A formative assessment rubric assists students and teachers to have a consistent understanding of the next phase in learning. Formative assessment is an
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assessment. In addition, several other educational assessment terms are defined: diagnostic assessment, curriculum-embedded assessment, universal screening assessment, and progress-monitoring assessment. I. FORMATIVE ASSESSMENT . The FAST SCASS definition of formative assessment developed in 2006 is “Formative assessment is a process used
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assessment professional learning system. They are stepping stones along the path. Part I. Learn About Formative Assessment 1.1 Inventory your comprehensive assessment system. 1.2 Clear up misconceptions about formative assessment. Part II. Plan For Formative Assessment 2.1 Identify elements of formative practice that you do well and those you
FORMATIVE ASSESSMENT Formative assessment is any assessment that is used to improve teaching and learning. Assessment is a three-step process by which evidence is collected, interpreted and used. Best-practice formative assessment uses a rigorous approach in which each step of the
An assessment practice is only truly “formative” if the data is used to inform instructional practice and provide support to ensure student success. To learn more about formative assessment practices, visit the D PI Formative Assessment website, or utilize the Formative Assessment Professional Learning Modules .
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