English Assessment Map – Sample at Level 3
Grey-headed flying fox website
Context
The stimulus for this task was a website containing information about grey-headed flying foxes. The pages within the site were linked to each other but the site was not linked to the Internet. Students were given time to browse the entire site (6 pages). Teachers were asked to demonstrate how to navigate the site, if necessary, but not to discuss its contents or the meaning of the index headings.
Students had 20 minutes to find the relevant information to answer questions. They were expected to answer the questions without assistance from other students or their teacher.
The elements of the Reading standard addressed by this task are:
(Students) read and respond to an increasing range of imaginative and informative texts with some unfamiliar ideas and information, vocabulary and textual features.
They interpret the main ideas and purpose of texts.
They infer meaning from material presented in informative texts.
They use several strategies to locate, select and record key information from texts.
Stimulus
View text version
Sample
The following sample illustrates the kinds of responses that students typically produce when they have achieved the elements of the standard addressed by this task.
1. Grey-headed flying foxes usually live
by themselves
in small family groups
in groups of fifty
in very large groups (correct answer)
2. What does the shaded area on the map show?
how far grey-headed flying foxes can fly
where grey-headed flying foxes are found (correct answer)
that grey-headed flying foxes are Australian animals
how much room fifty thousand grey-headed flying foxes need
3. What is the best way for people to help grey-headed flying foxes survive?
4. Conservation
Why is the word conservation underlined on the screen?
6. Three new pieces of information will be added to this website.
Draw lines to connect the information to the page it should go on.
View text version
Annotation
Reading – Level 3
-
Questions 1–5: The student reads and responds to new information presented in a website.
-
Questions 1–2: The student readily comprehends information directly stated in word and visual texts.
Element of the standard
(Students) … read and respond to an increasing range of imaginative and informative texts with some unfamiliar ideas and information, vocabulary and textual features.
-
Question 3: The student identifies the main point about conserving habitat.
Elements of the standard
They interpret the main ideas and purpose of texts.
They infer meaning from material presented in informative texts.
-
Question 4: The student understands the purpose of, and is able to use, a textual feature in an e-text.
-
Questions 5–6: The student navigates and uses simple research strategies on the website.
Element of the standard
They use several strategies to locate, select and record key information from texts.
Back to Top
