Module 2 — Rubrics, Checklists, Rating Scales & Professional Documents

1. What is the primary purpose of converting a technical mark scheme into a student-facing rubric?

2. Which of these is a characteristic of effective success criteria?

3. How does using rubrics help in reducing exam anxiety?

4. In the context of the course, what is a moderation sprint?

5. When should formative assessment occur within your two-week scheme of work?

6. Why is it important to align rubrics with the official KICD/KNEC syllabus?

7. What is the role of the digital teaching portfolio in this module?

8. How can differentiated rubrics support inclusive education?

9. What should be the focus when analyzing a specimen mark scheme?

10. What is the benefit of peer review in rubric design?

1. You notice your class struggles with the command word evaluate on practice tests. What is your best first step?

2. During a moderation session, you and a colleague disagree on how to grade a student script. What is the professional action?

3. You are designing a rubric for a creative writing task. Which criterion is most actionable?

4. A high-achieving student finds your rubric too simple. How do you respond while maintaining the standard?

5. Your unit assessment is approaching. How do you use your rubric to reduce student anxiety?

6. What is the most effective way to integrate your rubric into the daily feedback loop?

7. You are mapping your two-week scheme of work. What should be mapped alongside content?

8. A student asks why they received a specific mark. What do you show them?

9. How do you ensure your rubric is inclusive of different learning styles?

10. After marking a set of scripts, you notice a common error. What is your next move?