Skills Rubrics

y y y y y

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 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 4

Generating plans/procedures/solutions
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

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 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

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 4 3

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

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

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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

y Generating plans/procedures/solutions y Constructing products (objects) y Suggesting hypotheses/conclusions y Presenting information/data y Making informed judgements/decisions y Suggesting improvements y Evaluating procedures/plans/objects/decisions y Measuring y Using tools/instruments y Observing/gathering and recording data y Organising information/data y Acknowledging sources y Defining realistic problems y Following instructions y Predicting outcomes and consequences y Collaborating with other students y Demonstrating responsibility y Working independently and persevering y Recalling information (facts, symbols, processes) y Recognising information in familiar and unfamiliar contexts

Examples of techniques to judge outcomes of learning a skill

y Building 3D models y Experimental designs y Graphic displays/flow charts y Diagram/song/physical routine y ECART y Test/exam y Investigations y Critique y ECART y Direct observation y Skills/practical exercise y Project/investigation y ECART y Explorations y Open-ended investigations y Practical activity y Group projects/activities y Direct observation y Debate y Quiz/test/exam y Oral questioning in class y Visual graphic/diagram/poster y Performance (PE, Art, Music etc) y Essay/poem/story y Test/exam y Practical activity y Debate/speech/oral report

Creating

Evaluating Reflecting

Handling Researching

Inquiring Experimenting

Participating

Remembering

y Explaining Understanding y Comparing and contrasting/distinguishing Analysing y Summarising y Identifying relationships/patterns/anomalies

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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

y y y

y y y

y y

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Skill: Creating (continued)

Level 4 3 2 1

Suggesting hypotheses/conclusions
Suggests a feasible explanation/accurate conclusion totally consistent with the observations/patterns/results Suggests a feasible explanation/accurate conclusion partly consistent with the observations/patterns/results Suggests a feasible explanation/accurate conclusion partly consistent with the observations/patterns/results Suggests an explanation/conclusion

Level 4 3

Presenting information/data
Shows almost all relatively complex information/data in an accurate, appropriate and clear manner 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 Shows some relatively complex information/data and almost all straightforward information/data in an appropriate and fairly clear manner Shows some straightforward information/data in a fairly appropriate manner

2 1

Evaluating and Reflecting

Level 4 3 2 1

Making informed judgements (opinions)/decisions

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

Level 4 3 2 1
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Suggesting improvements
Recognises at least two inaccuracies/errors/weaknesses in a procedure/plan/object/decision/opinion and suggests at least three realistic and relevant improvements Recognises one inaccuracy/error/weakness in a procedure/plan/object/decision/opinion and suggests two realistic and relevant improvements Recognises one inaccuracy/error/weakness in a procedure/plan/object/decision/opinion and suggests two improvements Suggests an improvement to a procedure/plan/object/decision/opinion

Level 4 3 2 1

Evaluating procedures/plans/objects/decisions
Suggests appropriate means of evaluating a procedure/plan/object/decision by making clear criteria (descriptions) that define its quality, effectiveness and success 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 Suggests appropriate means of evaluating a procedure/plan/object/decision by making clear criteria (descriptions) that define its quality or effectiveness or success Suggests how to evaluate a procedure/plan/object/decision

Skill: Handling and Researching

Level 4 3 2 1
Almost all measurements are accurate Most measurements are accurate Some measurements are accurate Very few measurements are accurate

Measuring

Level 4 3 2 1

Using tools/instruments
Selects almost all appropriate tools/instruments; uses them with considerable skill and due attention to safety Selects most appropriate tools/instruments; uses them with skill and due attention to safety Selects most appropriate tools/instruments; uses them with little skill and little attention to safety Uses tools/instruments with little skill and very little attention to safety

Level 4 3 2 1

Observing/gathering and recording data

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

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

accurately

3 2 1

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

Level 4 3 2 1

Acknowledging sources
Uses at least three sources; acknowledges all of them Uses two sources; acknowledges both of them Uses at least two sources; acknowledges at least one Uses at least one source

Skill: Inquiring and Experimenting

Level 4 3 2 1

Defining realistic problems

Outlines a very clear, unambiguous and complete problem that can be solved Outlines a partially clear or slightly ambiguous or almost complete problem that can be solved Outlines a partially clear or slightly ambiguous problem that is not complete Outlines a very ambiguous problem or one that cannot be solved

Level 4 3

Following Instructions
Follows almost all steps in a set of complex instructions competently (and safely where relevant) 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) 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 Follows two or three steps in a set of straightforward instructions competently or follows most/virtually all steps but with several safety issues

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

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

2 1

Skill: Participating

Level 4 3 2 1

Collaborating with other students

Works with all other students; shares/contributes ideas; respects the views and ideas of all others in the group Works with most other students; shares/contributes occasional ideas; respects the views and ideas of most in the group Works with a few other students; shares/contributes occasional ideas or respects the views and ideas of most in the group Works with only one other student and/or shows little respect for the views and ideas of others in the group

Level 4 3 2 1

Demonstrating responsibility
Shows an obvious sensible/conscientious attitude towards almost all task activities; pays complete attention to all task-specific rules and safety issues Shows an obvious sensible/conscientious attitude towards most task activities; pays almost complete attention to all task-specific rules and safety issues Shows a generally sensible/conscientious attitude towards a few task activities; pays some attention to most task-specific rules and safety issues Shows a slightly careless attitude towards most task activities; pays little attention to task-specific rules and safety issues

Level 4 3
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Working independently and persevering

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 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

seeking help

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

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 4 3 2 1

Recalling information (facts, symbols, processes)

Recalls almost all information with total accuracy Recalls most information with total accuracy Recalls some information with total accuracy or recalls most information with almost total accuracy Recalls very little information with total accuracy or recalls some information with almost total accuracy

Level 4 3 2 1

Recognising information in familiar and unfamiliar contexts

Recognises almost all information accurately in both familiar and unfamiliar contexts Recognises most information accurately in both familiar and unfamiliar contexts or recognises almost all information accurately in familiar contexts only Recognises some information accurately in both familiar and unfamiliar contexts or recognises most information accurately in familiar contexts only 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 4 3 2
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Explaining
Gives complete reasons/causes/mechanisms for relatively complex processes/events/actions/results Gives almost complete reasons/causes/mechanisms for relatively complex processes/events/actions/results Gives complete reasons/causes/mechanisms for relatively straightforward processes/events/actions/results

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

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

Level 4 3 2 1

Comparing and contrasting/distinguishing

Gives an almost full/complete account of the similarities and differences of at least two items all of which are accurate Gives an almost full/complete account of the similarities and differences of at least two items almost all of which are accurate Gives a partial account of the similarities and differences of at least two items most of which are accurate Gives a partial account of the similarities or differences of at least two items with very little accuracy

Level 4 3 2 1

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

Level 4 3 2 1

Identifying relationships/patterns/anomalies
Identifies almost all relationships/patterns and errors/anomalies in data with complete accuracy Identifies almost all relationships/patterns and errors/anomalies in data with almost complete accuracy Identifies most relationships/patterns and errors/anomalies in data with almost complete accuracy Identifies some relationships/patterns or errors/anomalies in data with some accuracy

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