Communication Assessment Map - Sample at 5.25
Road safety
Students were asked to identify the major causes of accident and injury among young people in Australia and compare this to statistical data. The statistical data highlighted that traffic accidents are a significant cause of hospitalisation and death amongst young Australians. Students were asked to investigate the risk factors that contribute to traffic accidents and the health outcomes associated with these risk factors.
Students were asked to analyse and evaluate the Transport Accident Commission (TAC) media campaigns focusing on prevention of road injuries and deaths. Students assessed the effectiveness of the way the TAC message was conveyed and used this knowledge to assist them in producing an information product to effectively communicate a message about one risk factor that contributes to traffic accidents. Students were also asked to reflect on and evaluate their information product.
Students were asked to:
- target their information product at their own age group
- research their selected risk factor
- identify the main reasons for this risk factor being an issue for young drivers
- use relevant data/statistics to support their choice of risk factor
- describe the choices made by young people that contribute to traffic accidents
- identify personal strategies that could be used to reduce risks associated with traffic accidents
- identify and analyse strategies government and non-government organisations have introduced to address the risk factor
- identify ways in which complex messages are effectively conveyed and apply this knowledge to their information product
- consider alternative views, recognise multiple interpretations in relation to the TAC advertisements and respond with insight
- provide constructive feedback to others on their information products
- use feedback and reflection in order to inform their future presentations
- list resources used in a bibliography.
Students were asked to evaluate their information product based on criteria developed by the class.
The elements of the Listening, viewing and responding standard addressed by the task are:
(Students) identify the ways in which complex messages are effectively conveyed and apply this knowledge to their communication.
(Students) consider alternative views, recognise multiple possible interpretations and respond with insight.
The element of the Presenting standard addressed by the task is:
(Students) use feedback and reflection in order to inform their future presentations.
TAC Personal Evaluation
The following work samples, and the related 5.25 Communication progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 6 standard.
TAC Information poster
View text version
Listening, viewing and responding – 5.25
- Identified a number of ways messages are conveyed, for example, ‘made me feel aware’ and ‘showed them what would happen from what they do wrong’.
- Responded with insight, for example, ‘showing what it does to the familys of people that get hurt, the graphics are good because they are real’.
- Demonstrated limited consideration of alternative views.
View text version
Presenting – 5.25
- Identified specific areas which needed improving, for example, ‘colour of my poster, my information was not clear enough ...’
- Suggested ways to improve future presentations, for example, ‘read through the information more carefully’; but unable to explain how the information could be more effectively used.
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