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Pulling Strings - Level 3 Sample Unit

Assessment

The Victorian Essential Learning Standards supports a combination of assessment practices:

Assessment of learning (summative)
Assessment for learning (formative)
Assessment as learning (ongoing)

Further information on these can be found at: Assessment and Reporting

When assessing student achievement, assessment criteria can be developed from relevant standards and associated tasks or activities. The table below shows a range of assessment criteria, tools and strategies applicable to this unit. Teachers could choose to use some or all of these or use the unit to assess other standards.

Standards	Assessment criteria (Examples)	Evidence
Interpersonal Development Building social relationships	Ability to: • achieve agreed goals within a set time frame	Timetable in ‘Planning your puppet show’ (Activity 3)
Interpersonal Development Working in teams	• self-evaluate and reflect on the effectiveness of the teams	Recorded in ‘Performance self-assessment guide’ (Activity 9)
English Reading	• research a topic for deep understanding • plan and organise ideas before writing	Recorded in ‘Planning your puppet show’ (Activity 3)
English Writing	• plan, organise and write an imaginative and/or informative script	Notes on development of script in Design brief folio (Activity 4)
English Speaking and listening	• project the voice adequately for an audience	Rehearsal and performance (Activities 8 and 9)
The Arts Exploring and responding	• identify key features of puppets from various cultures	Notes on research into puppets in Design brief folio (Activity 1)
Design, Creativity and Technology Investigating and designing	• investigate what puppets do, how they work, what they look like and why	Notes on research into puppets in Design brief folio (Activity 1)
Design, Creativity and Technology Producing	• generate and present different design ideas • safely use several tools and equipment • make design choices and explain reasons for these • plan, realise a product and reflect on the process	Ideas and drawings in Design brief folio (Activity 6) Teacher observation (Activity 8) ‘My best design’ - step 3 in Design brief guide (Activity 7)
Design, Creativity and Technology Analysing and evaluating	• give and receive feedback about their own and others' products • evaluate how well a design functions	Teacher observations recorded in ‘My design progress’ - step 6 in Design brief guide (Activity 8) ‘Testing and evaluating the puppet’ - step 7 in Design brief guide (Activity 8)
Information and Communications Technology ICT for communicating	• locate information on an intranet, and use a search engine and limited key words to locate information from websites	Teacher observations of computer use (Activity 1)
Thinking Processes Reasoning, processing and inquiry	• use a range of sources of information including observations and findings from their own investigations • organise ideas from a range of sources to answer their own and others' questions	Student's research notes in Design brief folio (Activity 1) Teacher observation (ongoing)
Thinking Processes Creativity	• apply creative ideas in practical ways	Design ideas recorded in Design brief folio

See the Assessment resource for advice on developing rubrics.