Skills Rubrics

Skills Rubrics

Tasks should be judged to be an appropriate degree of complexity for each Grade level

Each rubric should be applied in the context of both the subject and Grade level

Interpret: Almost all = 90%; most = > half; some = just less than half; (very) little = less than ¼

All criteria (apart from working independently and persevering) assume the levels are reached with no help; if a little help is given reduce the level by one; if considerable help is given lower the level by two

Failure to meet the requirements of level 1 results in a 0.

Skill: Creating

Level Generating plans/procedures/solutions

4

Constructs a complete and safe plan/procedure/set of instructions with no obvious errors that can be followed easily and includes almost all equipment needed

or constructs a complete solution which has no obvious errors to solve a problem

3

Constructs a complete and safe plan/procedure/set of instructions with only one or two minor errors, that can be followed quite easily and includes most equipment needed

or constructs a complete solution which has one or two minor errors to solve a problem

2

Constructs a complete and safe plan/procedure/set of instructions with only one or two minor errors, but is a bit difficult to follow and includes some equipment needed

or constructs an incomplete and generally safe plan/procedure/set of instructions with only one or two minor errors, that can be followed quite easily and includes most equipment needed

or constructs an incomplete solution which has no obvious errors but does not solve a problem

1

Constructs a plan/procedure/set of instructions that can just be followed and includes some equipment needed

or constructs a solution that tries to solve a problem

N.B. a procedure could be a game in PE. Science may wish to refer to “fair” experiments

Level Constructing products

4 Constructs a complete product/object that demonstrates reasonably good workmanship/skill and uses obvious originality/imagination that meets totally the task requirements (design specifications)

3 Constructs a complete product/object that demonstrates fair workmanship/skill and uses a little originality/imagination that meets almost totally the task requirements (design specifications)

2

Constructs an almost complete product/object that demonstrates reasonably good workmanship/skill and uses a little originality/imagination that meets almost totally the task requirements (design specifications)

or constructs a complete product/object that demonstrates fair workmanship/skill that meets almost totally the task requirements (design specifications)

1 Constructs a product/object that demonstrates a little workmanship/skill that partly meets the task requirements (design specifications)

Product could be a 3D model; product of ICT or by hand

Skills Rubrics

Assessment Skills: CA and External Assessments (G6-12) – 8 September

The NSM highlights a range of skills to be included as part of Approaches to Learning. There is no such list of skills for

other Grades nor is there yet any intention to measure or report on these skills to parents.

The table below describes the skills that should be developed in all students G6-12 and included in all subjects as

part of CA. Several of the skills also feature as part of external assessments (e.g. EMSA and T3 examinations).

They are in no hierarchical order.

Skills Criteria related to skills Examples of techniques to judge

outcomes of learning a skill

Creating

Generating plans/procedures/solutions

Constructing products (objects)

Suggesting hypotheses/conclusions

Presenting information/data

Building 3D models

Experimental designs

Graphic displays/flow charts

Diagram/song/physical routine

ECART

Evaluating

Reflecting

Making informed judgements/decisions

Suggesting improvements

Evaluating procedures/plans/objects/decisions

Test/exam

Investigations

Critique

ECART

Handling

Researching

Measuring

Using tools/instruments

Observing/gathering and recording data

Organising information/data

Acknowledging sources

Direct observation

Skills/practical exercise

Project/investigation

ECART

Inquiring

Experimenting

Defining realistic problems

Following instructions

Predicting outcomes and consequences

Explorations

Open-ended investigations

Practical activity

Participating Collaborating with other students

Demonstrating responsibility

Working independently and persevering

Group projects/activities

Direct observation

Debate

Remembering Recalling information (facts, symbols, processes)

Recognising information in familiar and unfamiliar contexts

Quiz/test/exam

Oral questioning in class

Visual graphic/diagram/poster

Performance (PE, Art, Music etc)

Understanding

Analysing

Explaining

Comparing and contrasting/distinguishing

Summarising

Identifying relationships/patterns/anomalies

Essay/poem/story

Test/exam

Practical activity

Debate/speech/oral report

Skills Rubrics

“Regulations”

Every subject must assess all seven skills in CA by the end of the year, even though the contribution of each skill may vary according to subject and Grade level

An assessment task (technique) must assess at least two different skills

An assessment technique may have skills in it that are not specifically assessed

A skill that is assessed must represent a significant contribution to that technique (e.g. less than 20% time devoted to a skill within a task is unreasonable)

A technique may be weighted 20 – 40% per Trimester (i.e. at least three techniques)

Some techniques might be classified as more than one technique (e.g. ECART, portfolio)

Subject/curriculum areas determine the techniques to be used by teachers that specify their respective skills, criteria and weightings

Each criterion (bullet point) within a skill has a rubric (assessment tool) to measure performance in four levels. These may be adopted unchanged or subject areas may develop their own rubrics but the (seven) skills must be clearly identified

All CA tasks must represent a reasonable challenge for the Grade and not be trivial exercises

Subject teachers must be encouraged to determine standards of performance of students through internal and external standardisation procedures

PD support will be through CMs, EA’s, Operators and Regional Subject Support Specialists

Skills Rubrics

Skill: Creating (continued)

Level Suggesting hypotheses/conclusions

4 Suggests a feasible explanation/accurate conclusion totally consistent with the observations/patterns/results

3 Suggests a feasible explanation/accurate conclusion partly consistent with the observations/patterns/results

2 Suggests a feasible explanation/accurate conclusion partly consistent with the observations/patterns/results

1 Suggests an explanation/conclusion

Level Presenting information/data

4 Shows almost all relatively complex information/data in an accurate, appropriate and clear manner

3

Shows most relatively complex information/data in an accurate, appropriate and clear manner

or shows almost all relatively complex information/data in an accurate and generally appropriate and clear manner

2 Shows some relatively complex information/data and almost all straightforward information/data in an appropriate and fairly clear manner

1 Shows some straightforward information/data in a fairly appropriate manner

Evaluating and Reflecting

Level Making informed judgements (opinions)/decisions

4 Prioritises almost all tasks/actions and selects an appropriate course of action (or forms an opinion) that is supported almost entirely by the evidence available

3 Prioritises most tasks/actions and selects an appropriate course of action (or forms an opinion) that is supported mainly by the evidence available

2 Prioritises some tasks/actions and selects a course of action (or forms an opinion) that uses some evidence

1 Selects a course of action (or forms an opinion)

Level Suggesting improvements

4 Recognises at least two inaccuracies/errors/weaknesses in a procedure/plan/object/decision/opinion and suggests at least three realistic and relevant improvements

3 Recognises one inaccuracy/error/weakness in a procedure/plan/object/decision/opinion and suggests two realistic and relevant improvements

2 Recognises one inaccuracy/error/weakness in a procedure/plan/object/decision/opinion and suggests two improvements

1 Suggests an improvement to a procedure/plan/object/decision/opinion

Skills Rubrics

Level Evaluating procedures/plans/objects/decisions

4 Suggests appropriate means of evaluating a procedure/plan/object/decision by making clear criteria (descriptions) that define its quality, effectiveness and success

3 Suggests appropriate means of evaluating a procedure/plan/object/decision by making clear criteria (descriptions) that define any two of: its quality, effectiveness or success

2 Suggests appropriate means of evaluating a procedure/plan/object/decision by making clear criteria (descriptions) that define its quality or effectiveness or success

1 Suggests how to evaluate a procedure/plan/object/decision

Skill: Handling and Researching

Level Measuring

4 Almost all measurements are accurate

3 Most measurements are accurate

2 Some measurements are accurate

1 Very few measurements are accurate

Level Using tools/instruments

4 Selects almost all appropriate tools/instruments; uses them with considerable skill and due attention to safety

3 Selects most appropriate tools/instruments; uses them with skill and due attention to safety

2 Selects most appropriate tools/instruments; uses them with little skill and little attention to safety

1 Uses tools/instruments with little skill and very little attention to safety

Level Observing/gathering and recording data

4 Collects sufficient and accurate data/information to complete a task; almost all is relevant; all is recorded in a logical and clear manner

3 Collects sufficient and fairly accurate data/information to complete a task; most of it is relevant; all is recorded in a clear manner

2 Collects fairly accurate data/information to complete part of a task; most of it is relevant; most of it is recorded in a clear manner

1 Collects data/information; part of it is relevant; it is recorded

Level Organising information/data

4 Sorts/sequences/classifies relatively complex information to make it easily understandable; all

Skills Rubrics

accurately

3 Sorts/sequences/classifies some complex and all straightforward information to make it easily understandable; almost all accurately

2 Sorts/sequences/classifies almost all straightforward information to make it fairly understandable; most accurately

1 Sorts/sequences/classifies some straightforward information; some accurately

Level Acknowledging sources

4 Uses at least three sources; acknowledges all of them

3 Uses two sources; acknowledges both of them

2 Uses at least two sources; acknowledges at least one

1 Uses at least one source

Skill: Inquiring and Experimenting

Level Defining realistic problems

4 Outlines a very clear, unambiguous and complete problem that can be solved

3 Outlines a partially clear or slightly ambiguous or almost complete problem that can be solved

2 Outlines a partially clear or slightly ambiguous problem that is not complete

1 Outlines a very ambiguous problem or one that cannot be solved

Level Following Instructions

4 Follows almost all steps in a set of complex instructions competently (and safely where relevant)

3

Follows most steps in a set of complex instructions competently (and safely where relevant)

or follows almost all steps in a set of straightforward instructions competently (and safely where relevant)

2

Follows a few steps in a set of complex instructions competently (and safely where relevant)

or follows most steps in a set of straightforward instructions competently (and safely where relevant)

or follows most/virtually all steps in a set of instructions but with one or two minor safety issues

1 Follows two or three steps in a set of straightforward instructions competently

or follows most/virtually all steps but with several safety issues

Level Predicting outcomes/consequences

4 Suggests an accurate and complete outcome/consequence of a complex event/process/action/change/calculation based completely on evidence/data

Skills Rubrics

3

Suggests an almost accurate outcome/consequence of a complex event/process/action/change/calculation based almost completely on evidence/data

or suggests an accurate and complete outcome/consequence of a straightforward event/process/action/change/calculation based completely on evidence/data

2 Suggests an almost accurate outcome/consequence of a straightforward event/process/action/change/calculation

1 Suggests an outcome/consequence of an event/process/action/change/calculation

Skill: Participating

Level Collaborating with other students

4 Works with all other students; shares/contributes ideas; respects the views and ideas of all others in the group

3 Works with most other students; shares/contributes occasional ideas; respects the views and ideas of most in the group

2 Works with a few other students; shares/contributes occasional ideas or respects the views and ideas of most in the group

1 Works with only one other student and/or shows little respect for the views and ideas of others in the group

Level Demonstrating responsibility

4 Shows an obvious sensible/conscientious attitude towards almost all task activities; pays complete attention to all task-specific rules and safety issues

3 Shows an obvious sensible/conscientious attitude towards most task activities; pays almost complete attention to all task-specific rules and safety issues

2 Shows a generally sensible/conscientious attitude towards a few task activities; pays some attention to most task-specific rules and safety issues

1 Shows a slightly careless attitude towards most task activities; pays little attention to task-specific rules and safety issues

Level Working independently and persevering

4 Requires almost no supervision or encouragement to complete all task activities; tries to resolve problems and complete almost all task activities even when faced with considerable difficulties before seeking help

3 Requires a very little supervision or encouragement to complete a few task activities; tries to resolve problems and complete most task activities even when faced with considerable difficulties before

Skills Rubrics

seeking help

2

Requires regular supervision or encouragement to complete most task activities; tries to resolve only simple problems and complete a few task activities when faced with some difficulties

or seeks help frequently

1

Requires frequent supervision or encouragement to complete almost all task activities; completes task activities only when difficulties are very minor

or seeks immediate help

Skill: Remembering

Level Recalling information (facts, symbols, processes)

4 Recalls almost all information with total accuracy

3 Recalls most information with total accuracy

2 Recalls some information with total accuracy

or recalls most information with almost total accuracy

1 Recalls very little information with total accuracy

or recalls some information with almost total accuracy

Level Recognising information in familiar and unfamiliar contexts

4 Recognises almost all information accurately in both familiar and unfamiliar contexts

3 Recognises most information accurately in both familiar and unfamiliar contexts

or recognises almost all information accurately in familiar contexts only

2 Recognises some information accurately in both familiar and unfamiliar contexts

or recognises most information accurately in familiar contexts only

1 Recognises very little information accurately in both familiar and unfamiliar contexts

or recognises some information accurately in familiar contexts only

Skill: Understanding and Analysing

Level Explaining

4 Gives complete reasons/causes/mechanisms for relatively complex processes/events/actions/results

3 Gives almost complete reasons/causes/mechanisms for relatively complex processes/events/actions/results

2 Gives complete reasons/causes/mechanisms for relatively straightforward processes/events/actions/results

Skills Rubrics

or gives reasonable (but incorrect) reasons/causes/mechanisms for relatively complex processes/events/actions/results

1

Gives almost complete reasons/causes/mechanisms for relatively straightforward processes/events/actions/results

or repeats terms for processes/events/actions/results

Level Comparing and contrasting/distinguishing

4 Gives an almost full/complete account of the similarities and differences of at least two items all of which are accurate

3 Gives an almost full/complete account of the similarities and differences of at least two items almost all of which are accurate

2 Gives a partial account of the similarities and differences of at least two items most of which are accurate

1 Gives a partial account of the similarities or differences of at least two items with very little accuracy

Level Summarising

4 Outlines almost all the main points of a process/text/argument/law/set of facts with complete accuracy

3 Outlines almost all the main points of a process/text/argument/law/set of facts with almost complete accuracy

2 Outlines most of the main points of a process/text/argument/law/set of facts with complete accuracy

1 Outlines some of the main points of a process/text/argument/law/set of facts with some accuracy

Level Identifying relationships/patterns/anomalies

4 Identifies almost all relationships/patterns and errors/anomalies in data with complete accuracy

3 Identifies almost all relationships/patterns and errors/anomalies in data with almost complete accuracy

2 Identifies most relationships/patterns and errors/anomalies in data with almost complete accuracy

1 Identifies some relationships/patterns or errors/anomalies in data with some accuracy