Assessment Rubric – Teacher’s Reference
Assessment
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Acoustic Charades
Process
Explored what the
term ‘acoustician’
means and what
kinds of
acousticians there
are. Considered
how to represent
acousticians in a
game of charades.
Created cards for
a game of
charades which
represent the
different sorts of
acoustician jobs
and developed
rules so that
others can play
the game.
Taught classmates
how to play and
engaged them in a
game using your
cards and rules.
Received feedback
about what others
like about your
game and what
others thought
could be
improved.
Modified game in
response to
feedback.
Product
Wrote notes about
acousticians and
their jobs.
Made at least ten
charades cards
which each
include a type of
acoustician and a
sound they might
hear.
Wrote a clear set
of rules explaining
the objective of
the game and how
to play it.
Modified cards and
rules to make it
easier for others
to understand the
rules, and/or learn
and understand
about the work of
acousticians.
Become an Animal Bioacoustician
Process
Chose an animal
and research
about how it
senses sound.
Used knowledge
and understanding
to draw or create
a model of the
sensory organ that
enables the animal
to perceive sound.
Summarised
information and
decided on what
would make an
interesting way to
present it.
Shared your
learning with the
class.
Product
Wrote a focus
question and
developed a mind
map of interesting
points as you
researched.
Made a model
which clearly
represented the
main parts of the
sensory organ. All
parts labelled with
name and brief
description of
what they do.
Presented other
information in an
interesting way
alongside model
or drawing.
Spoke clearly
when presenting.
Attempted to
answer questions
raised by others
about your
research and work
about
synaesthesia.
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Assessment
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Considered the
good, bad and
interesting things
about some of the
technology you
found out about.
Used images and
information
gathered from
research to
develop a visual
timeline to display
in class.
Presented your
timeline to the
class for others to
learn about the
history of
communication
technology.
OR
OR
Used the
equipment
provided to create
your own Morse
code
communication
device.
Wrote, coded and
sent a message to
a classmate about
the most
interesting fact or
question you have
about the history
of communication
technology.
Created a timeline
displaying at least
10 different pieces
of technology and
when they were
made or used.
Spoke clearly
when presenting
the facts about
the items on your
timeline.
Attempted to
answer questions
presented to you
at the end of your
presentation.
Codes and Changing Technology
Process
Product
Began research
about historical
communication
technology.
Wrote notes about
kinds of
technology and
when they were
created or used.
Completed a PMI
chart for at least
three pieces of
technology on
your timeline.
OR
Created a working
buzzer circuit.
OR
Wrote, coded and
sent a message
relevant to the
topic.
Infrasonic and Ultrasonic
Process
Found out what
the terms
infrasonic and
ultrasonic mean.
Researched to
answer factual
based questions.
Considered how
understanding and
using infra and
ultrasonic sounds
could improve
things for people
and/or other
creatures.
Grouped facts,
examples and
ideas and set out
in a slideshow
format. Added
images, videos
and hyperlinks to
support these.
Presented your
slideshow to the
class
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Assessment
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Wrote definition of
terms. Noted
responses to the
factual based
questions.
Wrote ideas in
response to this
including facts and
examples which
support them.
Created an
informative and
visually interesting
slideshow about
what you learnt.
Spoke clearly
when presenting.
Attempted to
answer questions
raised by others
about your
research and work
about
synaesthesia.
Used links to
research about
the experience of
some deaf people
in relation to
music.
Considered the
plus, minuses and
interesting things
about watching a
live music
performance as a
deaf or hearing
impaired person.
Brainstormed how
to create live
music show that
could provide a
positive
experience.
Decided on how to
represent your
ideas in a collage.
Collected
materials needed.
Conducted
research into how
a deaf person’s
brain processes
sounds.
Process
Research about
Musical Roads.
Develop and
create a rhythm or
tune using
materials and a
wheeled vehicle.
Considered how to
represent the
design with lines
so that others
could understand
and copy it.
Invited classmates
to experience the
musical road.
Product
Created a mindmap showing
main ideas used
to create a Musical
Road.
Made a mini
musical road with
a ten second tune
or rhythm.
Created a visual
image using only
line for other
students to be
able to make the
same rhythm or
tune again.
Accepted feedback
and noted
comments from
classmates.
Designed and
carried out a fair
test.
Considered the
results and, using
the knowledge
and understanding
of waves, came up
with a possible
theory about what
was happening.
Researched about
interference.
Product
Music and Hearing Impairment
Process
Musical Road
Mystery of Silent Radios
Process
Identified focus
question and
considered
possible
hypothesis.
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Assessment
Product
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Recorded focus
question and a
hypothesis.
Wrote the steps
you took to carry
out your test.
Recorded results
including a
diagram showing
what you did and
what happened.
Recorded ideas
about what might
have caused you
to get the results
you did.
Added to ideas
about what was
happening to the
sound waves.
Process
Watched Booming
Sands and found
out about legends
told about desert
sand noises.
Grouped and
listed relevant
facts.
Developed an
interesting
storyline for a
legend.
Shared legend and
facts with class.
Product
Created a mindmap of the main
points.
Created a fact
sheet about the
noises produced
by sand in the
deserts.
Wrote and
published legend
relating to the
sounds made by
the desert sands
including fact
sheet at the back.
Spoke clearly
when presenting.
Attempted to
answer questions
presented to you
at the end of your
presentation.
Process
Researched about
Noise Pollution,
specifically that
caused by ships.
Considered what
is affected by
these sorts of
noises and how
you could improve
this situation
through modifying
technology.
Selected one
concept drawing
to develop further.
Shared design
with a classmate
for feedback.
Product
Created a mindmap of the main
points.
Created several
design concepts.
Developed chosen
concept drawing
further, adding
more detail and
including notes
about important
features.
Used class mate’s
ideas to modify
and further
improve design.
Watched video
and researched
about speed of
sound and sonic
booms.
Considered the
experience of a
synaesthete and
the kind of
experience a
synaesthete might
have in hearing a
sonic boom.
Decided on the
base word and
brainstormed
appropriate words
to create an
acrostic poem to
express how it
might feel to
experience a
musical road as a
synaesthete.
Poem read to
class mates and
imagery shown.
Sands of time
Ship Out that Noise
Synaesthesia Poem
Process
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Assessment
Product
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Wrote notes about
new information
and ideas you
discovered as well
as any questions
you have.
Made a word
splash about your
ideas of a
synaethetes
experience of a
sonic boom.
Great effort
Wrote and
published an
acrostic poem.
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Spoke clearly
when presenting.
Attempted to
answer questions
raised by others
about your
research and work
about
synaesthesia. Did
further research to
answer your own
and other’s
questions.
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Assessment
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Activity:
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Product
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Assessment
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Activity:
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Assessment
Name:
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Activity:
Process
Product
Teacher comments:
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