Communication Assessment Map - Level 5
Samples are available for the following tasks:
Response to presentation
While on camp at Phillip Island, students listened to a presentation from a Ranger and responded using a prepared proforma. During the presentation, students filled out a checklist to identify communication strategies used. Following the camp a teacher prepared students to interpret the information and reflect on the communication strategies used in the presentation through guided discussion. The response table was completed individually.
The discussion and response took approximately two 40-minute sessions.
The elements of the Listening, viewing and responding standard addressed by this task are:
(Students) interpret complex information and evaluate the effectiveness of its presentation.
(Students) consider their own and others’ points of view … and justify their own interpretations.
Stimulus
Students used the Phillip Island Responding to a Presentation worksheet to record responses.
Sample
The following sample illustrates the kinds of responses that students produce when they have achieved the elements of the standard addressed by this task.
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Listening viewing and responding − Level 5
- Responds using subject-specific language, for example, biodiversity, ecosystems, little penguins and future generations.
- Interprets the Ranger’s information about biodiversity.
Element of the standard
(Students) interpret complex information …
Listening viewing and responding − Level 5
- Identifies the way complex messages are conveyed; for example, slide show and ‘shocking’ statistics.
- Comments on a range of strategies; for example, audience participation, question time and presentation duration.
Element of the standard
(Students) interpret complex information and evaluate the effectiveness of its presentation.
Listening viewing and responding − Level 5
- Responds thoughtfully.
- Considers alternative views.
- Recognises multiple possible interpretations.
Element of the standard
(Students) consider their own and others’ points of view …
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