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The document outlines rubrics for assessing student performance in Humanities and English, detailing criteria for knowledge, understanding, skills, and writing across various tasks. Each rubric includes a grading scale from A to E, indicating the level of explanation, evaluation, and creation expected from students. Specific tasks, such as analyzing an advertising campaign, are also described with clear instructions and expectations for submission.

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2 views

rubrics

The document outlines rubrics for assessing student performance in Humanities and English, detailing criteria for knowledge, understanding, skills, and writing across various tasks. Each rubric includes a grading scale from A to E, indicating the level of explanation, evaluation, and creation expected from students. Specific tasks, such as analyzing an advertising campaign, are also described with clear instructions and expectations for submission.

Uploaded by

Angel Tom
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Rubrics for Humanities:

Knowledge and Understanding


A = thorough explanation of the roles of significant people, events and
ideas that led to Australian Federation, democracy and citizenship
B= informed explanation of the roles of significant people, events and
ideas that led to Australian Federation, democracy and citizenship
C= explanation of the roles of significant people, events and ideas that led
to Australian Federation, democracy and citizenship
D= simple explanation of the roles of significant people, events and ideas
that led to Australian Federation, democracy and citizenship
E= statement/s about significant people, events and/or ideas about
Australian Federation, democracy and/or citizenship

Knowledge and Understanding


A = thorough explanation of the causes and effects of migration to
Australia since Federation
B= informed explanation of the causes and effects of migration to
Australia since Federation
C= explanation of the causes and effects of migration to Australia since
Federation
D= simple explanation of the causes and/or effects of migration to
Australia since Federation
E= statement/s about migration to Australia since Federation

Skills
A = thorough evaluation of sources to determine origin, purpose and
perspectives
B= informed evaluation of sources to determine origin, purpose and
perspectives
C= evaluation of sources to determine origin, purpose and perspectives
D= evaluation of sources to determine origin, purpose and perspectives
E= statement/s about sources that identify origin, purpose and/or
perspectives

Rubrics for English


Writing and creating
A= Purposeful creation of written and/or multimodal texts, including
literary texts, for particular purposes and audiences through development,
explanation and elaboration of relevant ideas from topics or texts.
B= Effective creation of written and/or multimodal texts, including literary
texts, for particular purposes and audiences through development,
explanation and elaboration of relevant ideas from topics or texts.
C= Creation of written and/or multimodal texts, including literary texts, for
particular purposes and audiences through development, explanation and
elaboration of relevant ideas from topics or texts.
D= Variable creation of written and/or multimodal texts, including literary
texts, for particular purposes and audiences through development,
explanation and elaboration of relevant ideas from topics or texts.
E= Creation of written and/or multimodal texts for particular purposes and
audiences through statement/s of ideas from topics or texts.

Writing and creating

A= Purposeful use of text structures and variation of paragraphs to


organise, develop and link ideas.
B= Effective use of text structures and variation of paragraphs to
organise, develop and link ideas.
C= Use of text structures and variation of paragraphs to organise, develop
and link ideas.
D= Use of aspects of text structures and paragraphs to organise ideas.
E= Use of fragmented text structures and paragraphs.

Writing and creating


A= Purposeful use and variation of language features including sentence
structures, topic-specific vocabulary and literary devices and/or
multimodal features.
B= Effective use and variation of language features including sentence
structures, topic-specific vocabulary and literary devices and/or
multimodal features.
C= Use and variation of language features including sentence structures,
topic-specific vocabulary and literary devices and/or multimodal features.
D= Use of aspects of language features including sentence structures,
topic-specific vocabulary and/or multimodal features.
E= Isolated use of language features and/or multimodal features.

Writing and creating


A= Proficient spelling using phonic, morphemic and grammatical
knowledge.
B= Effective spelling using phonic, morphemic and grammatical
knowledge.
C= Spelling using phonic, morphemic and grammatical knowledge.
D= Variable spelling using phonic, morphemic and grammatical
knowledge.
E= Isolated spelling using phonic, morphemic and grammatical
knowledge.

Rubric for Year 8 English Assessment tasks

ANALYSIS

Task Description

Task: Analysing an Advertising Campaign

1. Choose one advertisement from the examples shown in class.


2. Explain how the company tries to make itself look eco-friendly (good
for the environment).
3. Look at how the ad appears on two different platforms (for example:
a magazine and Instagram, or YouTube and a newspaper).
4. Write 300-400 words about what you found. Use Microsoft Word to
type it.
5. DO NOT use AI (such as ChatGPT) to write your work. This will be
considered cheating and reported.
Hand in your work on time. If you need extra time, talk to your teacher
before the due date.

Reading and viewing

A = Considered reading, viewing and comprehending a range of texts


created to inform, influence and/or engage audiences.

B = Effective reading, viewing and comprehending a range of texts


created to inform, influence and/or engage audiences.

C = Reading, viewing and comprehending a range of texts created to


inform, influence and/or engage audiences.

D = Reading, viewing with variable comprehension of a range of texts


created to inform, influence and/or engage audiences.

E = Reading, viewing with limited comprehension of a range of texts


created to inform, influence and/or engage audiences.

Reading and viewing

A = Considered explanation of the effects of language features including


intertextual references and literary devices, and visual features.

B = Effective explanation of the effects of language features including


intertextual references and literary devices, and visual features.
C = Explanation of the effects of language features including intertextual
references and literary devices, and visual features.

D= Variable explanation of the effects of language features including


literary devices, and visual features.

E = Statement/s about language features including literary devices, and


visual features.

Writing and creating

A = Purposeful creation of written and/or multimodal texts, including


literary texts for different purposes and audiences through expression and
advancement of ideas with supporting evidence.

B = Effective creation of written and/or multimodal texts, including literary


texts for different purposes and audiences through expression and
advancement of ideas with supporting evidence.

C= Creation of written and/or multimodal texts, including literary texts for


different purposes and audiences through expression and advancement of
ideas with supporting evidence.

D = Variable creation of written and/or multimodal texts, including literary


texts for different purposes and audiences through expression and
advancement of ideas.

E = Creation of written and/or multimodal texts, including literary texts for


different purposes and audiences through statement/s of ideas.

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