Meets the mark Needs more work. They consist of a fixed measurement scale and detailed description of the characteristics for each level of performance. With regards to the quality of data an individual will be getting on the assessment will highly depend and vary on the type of descriptors used.
Performance and understanding are emerging or developing but there are some errors and mastery is not thorough.
This is a "Wow! Ensure that checklists, marking schemes, and achievement charts are dated, in order to document progress during a specific period of time; Ensure that checklists provide space for anecdotal comments because interpretation is often appropriate; Use generic models so that the students become accustomed to them and so that criteria and indicators can be added quickly, based on the activity being assessed.
Although rubrics are often used as assessment of learning tools, they can also be used as assessment for learning tools.
It serves as sample criteria for students and teachers in the field of academics. The teacher needs to make decisions about appropriate intervention to help the student improve.
To be most effective, rubrics should allow students to see the progression of mastery in the development of understandings and skills. The inclusion of rubrics in a teaching resource provides opportunities to consider what demonstrations of learning look like, and to describe stages in the development and growth of knowledge, understandings and skills.
Rating scales state the criteria and provide three or four response selections to describe the quality or frequency of student work. Tips for Developing Checklists, Rating Scales and Rubrics Use checklists, rating scales and rubrics in relation to outcomes and standards. Through self-assessment or peer-assessment, students can use a rubric to assess work completed to date and use it to guide their planning for the "next steps" in learning.