Guide to Formative Assessment Rubrics
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 the assessment process is carefully thought through.
The Victorian Curriculum and Assessment Authority has developed the
Guide to Formative Assessment Rubrics with experts from the University of Melbourne’s Assessment Research Centre to assist teachers to use formative assessment practices in Victorian classrooms.
The guide provides advice to teachers about how to develop formative assessment rubrics linked to the Victorian Curriculum F–10. This advice will assist teachers to identify the actual learning level of each student based on evidence of what the student knows and can do, and to understand what each student is ready to learn next.
The guide includes four parts:
- Part 1: 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 rubrics in practice.
Pam Robertson, Jason Pietzner and Narelle English, from the Assessment Research Centre, University of Melbourne, contributed to the development of this guide.
Please note that the updated guide replaces the version published for trialling and feedback in 2018.
Teachers’ reflections on developing and using formative assessment rubrics
A short video has been produced of teachers’ reflections from a series of formative assessment workshops held by the VCAA and the University of Melbourne in 2018. Participants were asked to design a learning task and formative assessment rubric, and to implement this in their school.
Developing Formative Assessment Rubrics: teachers' reflections transcript (docx - 62.88kb)