We're creating a suite of rubrics for teachers, designed for reflecting on – and improving – practice. The first rubrics are being presented in draft form and focus on the practices of formative assessment and explicit instruction.

A rubric document which looks like a table with different coloured sections.

Formative assessment draft rubric

Formative assessment is the practice of gathering and interpreting information about student learning as it is happening in your classroom.
A rubric document which looks like a table with different coloured sections.

Explicit instruction draft rubric

Explicit instruction involves fully explaining and effectively demonstrating what students need to learn.
A rubric document which looks like a table with different coloured sections. There's also hands holding it and pointing to a cell.

How to use the rubrics

Read instructions on how to use the rubrics, where to start and different ways you can use the rubrics to enhance your practice.

The rubrics are developmental, meaning the criteria describe increasing levels of proficiency. They are designed to support teachers and their teams to implement evidence-based practices. They do this through:

  • demonstrating a common, shared understanding of ‘good practice’ and what it looks like
  • helping teachers identify how well they are implementing these practices and specific areas for improvement.

While evidence-based practices such as formative assessment and explicit instruction are complex, they can be simplified into discrete and observable elements that have been proven to enhance student learning.

Creating the rubrics

The rubrics were initially drafted based on a review of the most rigorous and relevant research evidence (including meta-analyses, systematic reviews and literature reviews). The rubrics were then reviewed and revised in consultation with expert practitioners and researchers. The current drafts take into account both the research evidence and feedback gathered from stakeholder consultations, in order to form descriptions of formative assessment and explicit instruction that are both rigorous and relevant for Australian practitioners.

Why we’ve created rubrics for teachers

While some rubrics already exist to measure the use of different teaching practices, many have been developed primarily for research purposes or to support general reflections on practice. They don’t provide enough detail to support teachers to determine if they are implementing evidence-based practices in the most effective way. Our rubrics include clear and detailed descriptors that allow teachers to easily determine their level of competency across key elements that make up a specific evidence-based practice.

Help us continue to develop the rubrics

Our rubrics are a work in progress and we will continue to refine them.

We’re sharing the rubrics in draft form to:

  • allow early adopters to improve their practice
  • support validation efforts during their iterative process
  • get your feedback to ensure these rubrics are fit-for-purpose, as well as to inform future rubrics we may create.

We are actively seeking feedback from Australian teachers, school leaders, systems, policymakers, and researchers who are interested in using AERO’s developmental rubrics to reflect on and improve their own or others' evidence-based teaching practices. The rubrics will be updated based on this feedback. Please fill out our short survey or contact us for further information.

We want your feedback

Please fill out our short survey to inform how the rubrics will look in the future.