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Reflection, practice and evaluation


How effective are the success criteria (criteria for assessment) that you currently provide your students? Examine some examples and consider the answers to these questions:

  • Are the success criteria in language the students are likely to understand?
  • Do some of the success criteria need to be explained by showing students exemplars or work samples?
  • Do the success criteria refer to the specific skills, knowledge and understanding that you wanted the students to learn? (Do they refer to all of these? Do they contain reference to extra skills, knowledge and understanding that were not the focus of the learning intention?)
  • Does the activity you have designed provide the opportunity for students to demonstrate all of the success criteria?

Looking specifically at a rubric:

  • Is this a good example of a rubric that could be used in a summative way?
    Why?/Why not?
  • Is this a good example of a rubric that could be used in a formative way?
    Why?/Why not?
  • Would models or exemplars be necessary in order to make this rubric meaningful for students?


See how to design a rubric and use these guidelines to design a rubric for an extended assessment task or activity.


Use this rubric (doc,37kb) to evaluate your rubric design.