Communication Assessment Map - Sample at 5.5
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 5.5 Communication progression point examples, illustrate the kinds of responses that students produce as they progress towards the Level 6 standard.
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Listening, viewing and responding – 5.5
- Clearly identified several ways complex messages are conveyed, for example, ‘they're graphic, make people think what if that happened to them ... to me’.
- Demonstrated a good understanding of the effectiveness of graphic images.
- Demonstrated an awareness of multiple interpretations, for example, that ‘different people would be differently affected by the ads’, but explanation is limited.
View text version
Presenting – 5.5
- Demonstrated ability to clearly identify what worked well, for example, (the product) ‘was clear and easy to understand, ... it was colourful and informative’.
- Suggested ways to improve future work, for example, more detailed bibliography, ‘get information from more than one source’.
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