Rubrics- making success criteria detailed and specific ‘Rubrics’ isn’t a term that is widely used in education in the UK, and yet if you Google the word using image search what you see will be very familiar. Every time OfSTED come into your classroom they are probably rating you with their own rubric designed to gauge lesson quality- unfortunately they won’t be using it formatively. Rubrics are detailed success criteria by another name. They are marking tools that explicitly detail how performance (marks, levels of excellence) will be judged for a given task or piece of work. A search of the internet will show that rubrics have been written (with varying levels of success!) for just about anything you can imagine. A well written rubric provides challenging (and differentiated) goals, clear success criteria and a mechanism by which a learner can assess their performance and define improvement targets along the way. They form the platform for grade assessed tasks. Heidi Andrade (1997) suggests a number of steps for developing the use of rubrics with learners, including involving them in the design of the rubric: Further information on rubrics can be read here or on this University of Waterloo webpage. If you really think you can teach, then pit your skills against Teach First’s ‘Super Teacher’ rubric.
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