Group Members: ______________________________

Prototype Activity Rubric

Criteria
Organisation
of session
/5 marks

No learning
objectives stated.
Group given no
indication of the
task(s) they were
being asked to
undertake. No
checks for prior
knowledge.
(1 mark)

Learning objectives
stated in rudimentary
form. Group given
limited indication of
the task(s) they were
being asked to
undertake.
Rudimentary attempt
to check for prior
knowledge.
(2 marks)

HD

Learning objectives
stated but did not
fully capture
activity. Group
given a good
indication of the
task(s) they were
being asked to
undertake. Prior
knowledge
checked.

Learning
objectives clearly
stated and used.
Group given a
clear indication of
the task(s) they
were being asked
to undertake.
Prior knowledge
checked and acted
upon, e.g. through
a motivational
connection to
prior knowledge.

Learning objectives
very clearly stated, used
and reviewed. Group
given a comprehensive
indication of the task(s)
they were being asked
to undertake. Prior
knowledge checked and
acted upon with clear
connections made to
prior knowledge.
Successfully/
innovatively gains
groups attention.

(4 marks)

(5 marks)

Successful
engagement of
audience by using
ICT through
interactive
activity. ICT
selected
challenged the
target audience to
actively engage in
content.

Activity is innovative
and tasks engage
audience in creative
thought. Successful and
prolonged engagement
of audience by using
ICT through interactive
activity. ICT selected
challenged the target
audience to actively
engage in content and
reflect on their learning.

(3 marks)

Used ICT to
engage the
audience in
active
discussion and
participation
/10 marks

No attempt to
engage audience
by using ICT or
consider ICT
application.
Presentation only.
(2 marks)

Surface attempt to
engage audience by
using ICT. ICT
selected has some
relevance for target
audience. Activity is a
presentation but
audience is asked to
consider and answer
some pertinent
questions.

Good attempt to
engage audience by
using ICT through
interactive activity.
ICT selected
challenged the
target audience to
actively engage in
content.
(6 marks)

(4 marks)

(8 marks)

(10 marks)

Encouraged
the audience
to consider
how ICT
contributed to
learning
/5 marks

No attempt to
encourage the
audience to
consider ICT
contribution to
learning.

Surface attempt to
state and review the
use of ICT in the
classroom.

Good attempt to get

audience to reflect
on how the ICT
contributed to the
learning in the
classroom context.

(2 marks)

(1 mark)

(3 marks)

Excellent attempt
to monitor and
facilitate the
audience in
considering how
ICT contributed
to the learning in
the classroom
context.
(4 marks)

Thorough and insightful

examination of
implementation issues
associated with
effective use of ICT in
classrooms.
(5 marks)

CHECKLIST

Definitions clear and concise.

Clear focus on topic.
Evidence of depth and breadth of understanding.
Well planned, organised and sequenced.
Established (or set) groups prior knowledge.
Showed enthusiasm through body language, eye contact, stance,
voice, posture.

Motivation through use of questioning.

Creative multi-sensory experience provided.
Worked well together as a group.
Selected appropriate ICT.
Supported students use of ICT.
Reflected on the way ICT was used by students and the learning that resulted.
Time effectively utilised.

ACADEMIC LITERACY: The overall grade awarded for the assignment cannot be greater than that awarded for the Academic Literacy component.
Criteria
Students are expected to
demonstrate a high
standard of academic
writing. To score a high
grade, standard Australian
English should be used to
communicate key ideas
clearly and concisely.

F
Insufficient evidence of ability
displayed. There are substantial
errors in:

the structure and

coherence of the written
work;

the appropriate use of

expression and grammar;

the accuracy of spelling

and punctuation.

HD

Adequate level of ability

displayed. There are several
errors in:
the structure and coherence
of the written work;
the appropriate use of
expression and grammar;
the accuracy of spelling and
punctuation.

High level of ability displayed.

There are few errors in:
the structure and
coherence of the written
work;
the appropriate use of
expression and grammar;
the accuracy of spelling
and punctuation.

Very high level of ability

displayed. There are incidental
errors in:

the structure and coherence

of the written work;

the appropriate use of

expression and grammar;

the accuracy of spelling

and punctuation.

Extremely high level of ability

displayed. There are no errors
in:

the structure and

coherence of the written
work;

the appropriate use of

expression and grammar.

Comments:

Overall Grade:

Date:

Signed:

the accuracy of spelling

and punctuation.