Communication Assessment Map - Sample at 5.75
Busking
Context
This report was created as part of an open-learning project. Students were asked to select their own topic related to the theme of urban living and prepare and conduct a research project, including a two-day excursion to the city of Melbourne. Students presented their findings in the medium and method of their choice. The project plan was negotiated with a teacher. The project was part of a three week program integrating all core subjects. Students worked in groups of four. This group elected to investigate the extent to which the city of Melbourne supported buskers.
Following topic research this group chose to present their findings using the presentation conventions of a television magazine program. They established an hypothesis (Melbourne is a great city to busk in) and a set of focus research questions:
- Do people enjoy buskers in the city?
- Do buskers feel accepted by everyone?
- Is there any danger to buskers?
- Do buskers receive a lot of attention?
The elements of the Presenting Level 6 standard addressed by the task are:
(Students) demonstrate their understanding of the relationship between form, content and mode, and select suitable resources and technologies to effectively communicate.
(Students) use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information.
Sample
This work sample, and the related 5.75 Communication progression point examples, illustrate the kind of response students produce as they progress towards the Level 6 standard.
Buskers
Video
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Note: These videos require Windows Media Player 9 and above or Quicktime 6 and above to open.
Annotation
Presenting – 5.75
- Uses some visuals effectively, for example guitar trio.
- Uses clear, accessible and topic specific language for the voice-over.
- Uses appropriate structure for the selected presentation including a key question, hypothesis, investigation and conclusion.
- Demonstrates some research into the conventions of television magazine items.
- Does not consistently use relevant scenes to connect the form to the spoken content. For example, while the narrator is discussing a key subject/resource (the dulcimer player), visuals illustrate a person playing the saxophone.
- Omits both vision and audio of key subject/resource (dulcimer player).
- Sustains relevant and sequential verbal information, but includes some distracting visual effects such as fast forward.
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