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Assessment Rubric The rubric below provides guidelines for teachers in assessing students during their work on the four main tasks included within this learning experience. For each task, teachers are asked to use this rubric to award marks according to students’ performance against the following criteria.

PRACTICAL KNOWLEDGE

1 mark

2 marks

3 marks

4 marks

AND SKILLS

High level of proficiency skills in observing, accurate measuring, calculating and working on the task. Critical and logical investigation of task.

Consistent level of proficiency skills in observing, measuring, and working on the task. Logical investigation of task.

Competent skills in observing, measuring, calculating and working on the task. Appropriate investigation of task.

Some demonstration of basic skills in observing, measuring and working on the task. Restricted investigation of task.

PARTICIPATION AND COLLABORATION

RESPONSIBILITY AND EVALUATION

Actively engages in critically asking questions, listening to others, investigating alternative methods, and working at reaching agreed-upon decisions.

Sustained, wellconsidered, and proactive responsibility in contributing to positive task outcomes.

Sustained and constructive collaboration with others in carrying out the task.

Consistently engages in asking questions, investigating alternative methods and collaborating towards agreed-upon decisions. Regular collaboration with others in conducting task.

Shows some relevant engagement with task, occasionally asking questions and working at obtaining an answer. Considered collaboration with others in conducting task.

Little or no evidence of engagement in task. Rare collaboration with others in conducting task.

St Clare College – Girls’ Secondary School, Pembroke

Accurate and comprehensive documentation of planning, evaluation and implementation processes.

Well-considered and active responsibility for contributing to positive task outcomes. Thorough documentation of planning, evaluation and implementation processes.

INQUIRY AND COMMUNICATION An efficient strategy is chosen. Evidence of analysing the situation and extending prior knowledge. Accurate and consistent use of appropriate terminology. A correct strategy is chosen. Evidence of planning or monitoring of a strategy. Evidence of solidifying prior knowledge and applying it to work out task. Mostly accurate use of appropriate terminology.

Considered and generally active responsibility for contributing to positive task outcomes.

A partially correct strategy is chosen.

Appropriate documentation of planning and implementation processes.

Competent use of appropriate terminology.

Little or rare responsibilities for contributing to positive task outcomes. Some appropriate documentation of planning and implementation processes.

Evidence of drawing on some relevant previous knowledge is present.

No strategy is chosen. Basic and repetitive use of terminology.

April 2013

Teacher Assessment Rubric  
Teacher Assessment Rubric  

Teacher Assessment Rubric for Exploring Comino Event

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