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Interpersonal Development 4.25

Introduction

This work sample forms part of the assessment map for Interpersonal Development. Other parts of the Interpersonal Development assessment map can be accessed by using the menu on the right.

The Interpersonal Development Level 5 standards describe what students should know and be able to do at this level.

The assessment task which generated this work sample was designed to give students the opportunity to demonstrate achievement of selected elements of the standard. The work sample illustrates progress towards, but does not fully demonstrate achievement of, the selected elements of the standard.

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Sample at 4.25 – Group sequencing activity

Context

This activity was undertaken in a health education class in a single period. Assessment for this task focused on student ability to work cooperatively in a group.

This group activity involved students:

• selecting a number at random from a box and then organising themselves into a group with other students who selected the same number
• discussing the requirements of the roles of leader, reporter and time keeper
• deciding on the roles to be performed by the team members
• sorting cards into a sequence which outlines the correct process for putting on a condom
• presenting their sequence to the class
• reporting on any disagreements and the strategies they used to resolve conflict
• completing a self-assessment sheet
• being interviewed by their teacher in relation to their group processes.

The elements of the Working in teams standard addressed by the task are:

(Students) accept responsibility as a team member and support other members … explore the ideas of others, and work cooperatively to achieve a shared purpose within a realistic timeframe. They reflect on individual and team outcomes …

Sample

This work sample, and the related 4.25 Interpersonal Development progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 5 standard.

Part 1 – Group activity

Annotation

Working in teams – 4.25

• Annotations relate to Student A, who is located on the right-hand side of the screen.
• Completes task within the set timeframe.
• Accepts the responsibility of team leader but does not fully understand the responsibilities associated with this role, such as engaging other team members in decision making.

Part 2 – Student self-evaluation

View text version

Annotation

Working in teams – 4.25

• Reflects on own and other’s performance in a team task, although some reflections fail to accurately acknowledge individual and the team’s performance.
• Identifies areas for improvement in future team work such as the need for greater cooperation and to be less bossy.

Part 3 – Student interview and teacher evaluation

View text version

Annotation

Working in teams – 4.25

• Understands and is able to describe the requirements of the task.
• Identifies her role as team leader however she fails to fully understand the responsibilities associated with this role. For example, she sees the role of team leader as the person who makes the decisions rather than engaging other team members in the decision process and facilitating the resolution of conflict.
• Identifies areas for improvement in future team work such as the need for greater communication.
• Identifies areas for personal improvement such as listening to others in the group and being less bossy.

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Last Updated January 28, 2009
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State Government of Victoria, 2007