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Criteria
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Expected Output
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- Learning outcomes are clear and explicit
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Learning outcomes are ambiguous and do not specify the behaviours or skills expected
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Learning outcomes are measurable and observable and are stated using concrete active verbs which specify the behaviour or skills expected.
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Learning outcomes identify the action required, the context and the condition needed, and the expectation/degree of performance/quality of output.
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- Prior knowledge is used
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Prior knowledge is not considered
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Prior knowledge is identified
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Prior knowledge is used to build up the lesson
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- Learning outcomes are communicated
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Learning outcomes are provided in the course outline
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Learning outcomes are explained to students at the start of the course
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Learning outcomes are discussed and critiqued using previous students’ work to clarify and improve student understanding of each learning outcome
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- Criteria and standards of performance are provided (rubrics)
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Criteria are provided but with no description of standards
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Criteria are provided with generic descriptions of standards
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Criteria are provided with clear and concise descriptions of each level of standards in the particular context of the tasks.
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- Criteria and standards are aligned with learning outcomes
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Some of the criteria and/or standards are inconsistent with the learning outcomes
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Criteria and standards are measuring the desired learning outcomes
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Criteria and standards are stated in ways that relate to and clarify the learning outcomes
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- Criteria and standards are communicated to students
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Criteria and standards are discussed in the class.
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Work samples of previous students are used to discuss to clarify criteria and standards
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Provides opportunities for students to critic a wide range of work samples of previous students to clarify and develop deeper understanding of criteria and standards
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- Assessment tasks are aligned with the learning outcomes
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Assessment tasks require students to demonstrate some of the learning outcomes
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Assessment tasks require students to demonstrate achievement of all learning outcomes.
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Assessment tasks are flexible to accommodate students’ diverse learning needs and interests to provide them opportunities to best demonstrate their learning
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- Task description and criteria and standards are clearly consistent with each other
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Task description and criteria and standards show some inconsistencies which may confuse students on what to do with the task
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Task description and criteria and standards clearly relate to each other to give consistent message how to accomplish the task
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Task description is clear and highlights criteria and standards
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- Rationale for doing the task is explained
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The rationale describes how the task will benefit students in their learning for that particular course.
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The rationale describes how the task will benefit students in their learning for that particular course and other related courses.
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The rationale describes how the task will benefit students in their learning in that particular lesson, in other related lesson and in their future lesson/year levels.
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- Self-assessment is used to actively engage students in the assessment process
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Self-assessment is encouraged
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Student self-assessment capabilities are developed prior to asking them to engaged in self-assessment
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Self-assessment approach is included. Students are required to integrate the results of self-assessment into their final output
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- Peer- assessment are used to actively engage students in the assessment process
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Peer-assessment is encouraged
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Peer-assessment is an integral part of the whole learning and teaching activities
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Peer- assessment approach is included. Students are required to integrate the results of peer assessment into their final output
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- Feedback provided is designed to help student calibrate their own judgments about their work
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Some contents of the feedback are irrelevant to criteria/standards.
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Provide timely and appropriate feedback to students about their achievement relative to the criteria
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Provide useful feedback based on informed and timely judgements of student work with emphasis on student needs to progress to improve their work
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- Opportunities to use feedback to improve learning are provided
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Give feedback at the end of the course.
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Encourage students to seek feedback before submitting their final output
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Provide feedback and give enough time for students to revise their work incorporating the feedback.
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- Other AfL practices/innovations
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