This work sample forms part of the assessment map for Information and Communications Technology (ICT). Other parts of the ICT assessment map can be accessed by using the menu on the right side of the screen.
The ICT Level 4 standards describe what students should know and be able 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.
Context
Students were asked to develop their understanding of the personality of a key character in a book (Maddy) and how these main characteristics and her actions were connected. This task was part of a reciprocal reading activity and involved students using ICT tools to summarise key aspects of the main character of the book in preparation for generating questions to help them draw inferences about the text.
The element of the ICT for visualising thinking Level 4 standard addressed by the task is:
(Students) apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships.
Sample
This work sample, and the related ICT 3.25 progression point examples, illustrates the kinds of responses that students produce as they progress towards the Level 4 standard.
The student has used Inspiration software to complete this task. © 2006 Inspiration Software Inc. All rights reserved. Used with permission.
Annotation
ICT for visualising thinking – 3.25
A. Attempts to show connections of cause and effect in relationships through lines, arrows and placement of bubbles.
B. Inserts images, however, not all directly support corresponding text.
C. Inserts appropriate images, as they represent main points of the book, however, they are not clearly identified for the audience.
D. Adjusts image sizes and bubbles to denote hierarchy of cause and effects, however, placement is not correct (should have been more central rather than shown as a subset).
Context
Students were asked to develop their understanding of a range of farm animals and their product derivatives. This task formed part of an integrated studies program focusing on life on a farm. In French, students learnt the names of animals and the product derivatives. Working in small groups, students used an interactive whiteboard to explore and represent their understanding of farm animals and the processes used to create product derivatives. Each group added a sound wave recording (in French) to support their text, however, this is not included in this work sample. Students were given 80 minutes to complete this task.
The element of the ICT for visualising thinking Level 4 standard addressed by the task is:
(Students) apply ICT tools and techniques to represent and explore processes, patterns and cause-and-effect relationships.
Sample
This work sample, and the related ICT 3.25 progression point examples, illustrates the kinds of responses that students produce as they progress towards the Level 4 standard.
Sample – Animals, processes and products
The student has used Inspiration software to complete this task. © 2006 Inspiration Software Inc. All rights reserved. Used with permission.
Annotation
ICT for visualising thinking – 3.25
Translation
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