Assessment+Tasks



// Jiayuguan Pass, Jiayuguan, Gansu province. Photograph by Jean-Francois Lanzarone. Reproduced courtesy Powerhouse Museum, Sydney. //


 * Home
 * Teacher Information
 * Assessment Tasks
 * Podcasts
 * Turning In Activity
 * Location of the Great Wall
 * Knowledge Hunt on the Great Wall
 * Terracotta Warriors Report
 * Can the Great Wall of China be seen from the Moon?
 * [|Dynasties of the Great Wall]

The The Victorian Essential Learning Standards supports a combination of assessment practices: Students evaluate historical sources for meaning, point of view, values and attitudes, and identify some of the strengths and limitations of historical documents. || Can the Wall be seen from the moon? || Creation of electronic text ||^  || Assesment Rubric - Progression Points have been used in the formation of the rubrics. In anticipating that year seven students (level 5) would be completing this unit early in the year I have graded Below as being 3.75 At the Level as 4.25 and Above as 5.5 ( as they are working toward the achievement of level 5 by the end of year8). Identification of evidence from Exhibition which discusses whether the Wall can be seen from the Moon. || Location, with teacher support, of primary and secondary sources such as online photographs and books. || identification of a variety of primary and secondary sources for particular research. || Location of a range of sources relevant to particular research questions. || Analysis of resources provided || Simple judgments about primary and secondary sources; for example, the point of view presented and the values shown. || Comprehension of sources, and questioning of their point of view, values and attitudes || Identification of strengths and weaknesses of sources of evidence || Accessed and located information from a range of websites.. || Inclusion of new keywords and the deletion of some original ones in a search string, to narrow the listing of websites relevant to a particular inquiry. || Selection of information contained within websites, using criteria from a given list. || Selection of information contained within websites, using collaboratively determined criteria. || Clear use of appropriate writing structures. || Inclusion of familiar ideas and information for different purposes and audiences in print and electronic texts || Composition of print and electronic texts for a range of purposes, including speculative, imaginative, explanatory and persuasive || Composition of print and electronic texts in a wide range of forms, including narratives, reports, explanations, procedures and points of view. || //**Assessment (of learning) Activity Number Two: Terracotta Warriors Report Students evaluate historical sources for meaning, point of view, values and attitudes, and identify some of the strengths and limitations of historical documents. || Terracotta Warrior Report || **Assesment Rubric** Assesment Rubric - Progression Points have been used in the formation of the rubrics. In anticipating that year seven students (level 5) would be completing this unit early in the year I have graded Below as being 3.75 At the Level as 4.25 and Above as 5.5 ( as they are working toward the achievement of level 5 by the end of year8) Clear use of appropriate writing structures for a newspaper story || Inclusion of familiar ideas and information for different purposes and audiences in print and electronic texts || Composition of print and electronic texts for a range of purposes, including speculative, imaginative, explanatory and persuasive || Composition of print and electronic texts in a wide range of forms, including narratives, reports, explanations, procedures and points of view. || Identification of appropriate evidence. || Location, with teacher support, of primary and secondary sources such as online photographs and books. || identification of a variety of primary and secondary sources for particular research. || Location of a range of sources relevant to particular research questions. || Accessed and located information from a range of websites.. || Inclusion of new keywords and the deletion of some original ones in a search string, to narrow the listing of websites relevant to a particular inquiry. || Selection of information contained within websites, using criteria from a given list. || Selection of information contained within websites, using collaboratively determined criteria. ||
 * 1) Assessment of learning (summative)
 * 2) Assessment for learning (formative)
 * 3) Assessment as learning (ongoing)
 * Assessment (of learning) Activity Number One: Can the Great Wall of China be seen from the Moon?**
 * **Domains/Dimensions** || **Assessment Focus** || **Task** ||
 * Historical Reasoning and Interpretation || Students use a range of primary and secondary sources including visual sources.
 * ICT for Communicating || Use of search engines, judging the integrity of the located information ||^  ||
 * Writing || Appropriate use of writing structures
 * Criteria / Evidence || **Below** 3.75 || **At the Level** 4.25 || **Above** 4.5 ||
 * **Historical reasoning and interpretation**
 * **Historical reasoning and interpretation**
 * **ICT for Communicating**
 * **Writing**
 * **Domains/Dimensions** || **Assessment Focus** || **Task** ||
 * Writing || Clear use of appropriate writing structures. ||  ||
 * Historical Reasoning and Interpretation || Students use a range of primary and secondary sources including visual sources.
 * ICT for communicating || Access of information from websites ||^  ||
 * Criteria / Evidence || **Below** 3.75 || **At the Level** 4.25 || **Above** 4.5 ||
 * **Writing**
 * **Historical reasoning and interpretation**
 * **ICT for Communicating**