Information and Communications Technology Assessment Map – Sample at 2.5
Samples are available for the following tasks:
Completing a concept map
Context
Students were asked to use a graphic organiser to structure their thinking about feral pigs and how they affected the environment. Students extracted information from websites and books on feral pigs in Australia, and were required to use images, text and lines to identify characteristics of feral pigs and their impact on the environment.
Based on understandings developed from this and other learning activities, students were then required to choose a format to express their knowledge of feral pigs.
The element of the ICT for visualising thinking Level 3 standard addressed by the task is:
(Students) use ICT tools to list ideas, order them into logical sequences, and identify relationships between them.
Sample
This work sample, and the related ICT 2.5 progression point examples, illustrates the kinds of responses that students produce as they progress towards the Level 3.
Sample – Organising ideas about feral pigs
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Annotation
ICT for visualising thinking – 2.5
- Creates shapes and inserts images to list and represent ideas, however, the positioning and direction of some lines and arrowheads indicates a misunderstanding of the relationships between some ideas [subheading to subheading − reek (sic) enviorment (sic) to razorbacks are very agresief (sic)].
- Inserts images to improve appearance, however, they are not always appropriate, such as the food items.
- Uses a range of manipulative techniques to change text boxes, fill shapes and change the colour of text, however, contrast is compromised through poor colour selection.
- Correctly positions some ideas, however, the central topic/theme is not clearly stated. No question or heading has been included to indicate the purpose of the representation.
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