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Develop your own formative assessment rubrics

Nine modules have been produced to complement the VCAA’s Guide to Formative Assessment Rubrics. Each module includes a video produced by the Assessment Research Centre at the University of Melbourne. The modules include advice, practice considerations and guided questions for Victorian teachers interested in strengthening their understanding of formative assessment rubrics.

Teachers can use these online professional learning modules to develop, assess and review a formative assessment rubric, including designing a task to gather evidence of learning in the classroom. Schools may use these modules to support a consistent approach to understanding and using formative assessment rubrics.

These learning modules offer flexible learning pathways and may be undertaken as group learning or be self-guided. Some teachers may work through the modules sequentially, while others may choose to focus on a specific aspect of planning, assessing or reviewing formative assessment rubrics.


These modules assist teachers to describe a progression of knowledge and skills derived from the curriculum, develop a formative assessment rubric, and design a task/activity to gather evidence of learning.
This unpacks parts 1 and 2 of the Guide.


These modules assist teachers to plan how to collect evidence of student learning, understand how a formative assessment rubric supports consistent judgments of student performance, and use that information in the classroom.
This unpacks part 3 of the Guide.


These modules assist teachers to review and refine a learning continuum, formative assessment rubric and task/activity once they have been trialled within the classroom, school or network.


These materials were prepared in 2019. Please note that this area of research is evolving fast, therefore these materials should be supported with additional evidence bases that more accurately reflect best practice after 2024. It is therefore recommended that these materials be used with consideration of updated research after this date.