Assessment Rubric

The rating scale is used during the first phase of the unit to record their prior knowledge. It can be used again at the end of the unit to determine where learning has occurred.

rating scale

Name:

Lesson:

What fruit and vegetables do I know?

Learning Objectives:

To share observations, labels, descriptions, comments and personal likes and dislikes about fruit and vegetables in everyday life

Criteria:

Rating scale (1-3)

Shares knowledge _________
Has a positive disposition toward fruit and veg ________
Recalls names, descriptions and observations about fruit and veg _______________

Comments:

The following two rubrics would be used to assess progress toward specific outcomes stated for lessons mentioned in the headings.
The aim is to assess students progress and use information to plan future lessons. The onus is on the teacher to deliver material in such a way that all students reach the middle or right hand column before moving on.

Rubric – Greenhouse problem solving

Criteria

Revisit topic Re-contextualise for student

You’re right on track

Keep going, Excellent work!

Identifies problems

Doesn’t know where to start.

Can’t remember what the greenhouse was like on the farm.

Recalls the aspects of the farm greenhouse and identifies differences in the situation for the class greenhouse

Suggests problems that like light, water, sun, warmth that might be problems for our class greenhouse

Generates solutions

Can’t think of any solutions to identified problems

Does not listen to others

Acknowledges problems and relates relevant equipment as possible solution to the problem. Listens to suggestions

Comes up with workable and creative solutions. Voices solutions and listens to others.

Try solutions and generate alternatives

Not interested in trying to implement solutions

Helps implement solutions. Collaborates with classmates.

Helps construct project, collaborates with classmates. Suggests alternatives if new problems arise.

Rubric – Life Cycles

Investigating and communicating understanding about phenomena in the natural world
Expanding language systems

Criteria

Re-visit topic

Re-contextualise for student

You’re right on track

Keep going, Excellent work!

Sentences – language system

Needs support to label and describe or uses singles words to describe objects and people.

Uses more elaborate sentences with linking words, ‘then’, ‘by’, ‘and’, ‘because’. Uses sentence structure for describing, comparing, classifying and cause and effect.

Links sentences to create short, sequenced texts. Uses appropriate vocabulary for classroom experiences, comparing, classifying, describing and cause and effect

Communicating understanding of the soil/produce and sharing thoughts, observations, questions and comments

With support shares observations and comments ie. “The soil is wet.” Lacking confidence.

Shares personal understandings, questions and wonders. With prompting selects ways to represent understandings ie. Discussion, drawing, mapping or pictures.

Willingly shares theories, discusses their own and others ideas and suggests alternate outcomes ie. If there was more soil the water would take longer to go through’.

Investigates soil, plants and insects by experimenting, observing and active participation.

With support demonstrates experiments with material that have been modeled previously ie. Putting soil and then water in a pot to see how quickly the water drains

Participates in investigations, makes predictions and observations. ie. Predicts the sun will dry the soil quickly.

Suggests ways to test ideas and gather information to represent observations, ie using a cup to catch the water that drains from the pot.

Assessment Rubrics