'It is aimed at accurate and fair
assessment, fostering understanding and indicating the way to proceed with subsequent learning/teaching. This integration of performance and feedback is called ongoing assessment or formative assessment.

A rubric can best support the teaching and learning process when it is shared with the learner at the beginning of the task creation or development process. When students are apprised of grading criteria from the start, they can be more involved in the process of working toward success. Additionally, a rubric developed with learners can increase their understanding of the task and the expectations around quality.

Rubrics are generally thought to promote more consistent grading or marking and to develop self-evaluation skills in students as they monitor their performance relative to the rubric. However, rubrics are not without their critics who are concerned that rubrics can never truly capture the complexity of written work. If rubrics are to be useful, they must capture all the actual objectives of an assignment.'

"The following common features of rubrics can be distinguished:

Teachers should be able to develop and apply knowledge- and performance-based rubrics that allow teachers to assess students’ understanding of key subject matter concepts, skills and processes (KD.2.b).
60 minutes
Total 3 hours
Technology Literacy
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