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Channel Deepening - Level 6 Sample Unit

Assessment

The Victorian Essential Learning Standards support a combination of assessment practices:

The assessment tasks in this unit focus on collection of evidence of student learning for summative purposes. Some components could also be used to support assessment for learning and assessment as learning.

Assessment guide

When assessing student achievement, assessment criteria can be developed from relevant standards and associated tasks or activities. The table below shows the assessment criteria related to the assessment task/s and relevant standards and the expected evidence to be used as the basis for assessment.

The table can also be used to assist teachers to make judgments about whether students are working at the standard (achieved the standard), progressing towards the standard (have not yet met expectations of the standard) or progressing beyond the standard (have exceeded expectations of the standard) for specific assessment criteria. It is provided as a guide only and may be adapted or modified to suit particular classrooms and/or student reporting.

See the Teaching, learning and assessment advice for advice on developing rubrics.

Assessment Tasks – Channel Deepening Project

Evidence

Element of the standard

Assessment criteria

Progressing towards the standard

At the standard

Progressing beyond the standard

Geography – Geospatial skills

Map and response to questions (Activity 1)

… accurately interpret information on different types of maps … use map evidence to support explanations, draw inferences.

Ability to interpret information on maps.

Includes some interpretation of geographical data incorporating spatial concepts.

Demonstrates accurate collection, collation and interpretation of information.  Findings presented using geographical conventions.

Provides a critical analysis of geographical data associated with an issue.

Geography – Geographic knowledge and understanding

Final report.
(Activity 5)

… explain the operation of a major natural system and its interaction with human activities … and evaluate the consequence of the interaction.

Ability to explain the interaction of natural processes with human activities.

Investigates and reports on the outcome of the interaction of natural processes and human activities.

Discusses the interaction of human activities with a major natural system together with the consequences of the interaction.

Develops policies to address criteria such as social, environmental and economic criteria.

Interpersonal Development – Working in teams

Response to ‘How effectively did you learn about the issue in your home team?
(Activity 4)

… they respect and build on the ideas and opinions of team members and clearly articulate or record their reflections on the effectiveness of learning in a team.

Ability to reflect on how well they built on the ideas and opinions of team members and learnt in a team.

Demonstrates limited ability to reflect on how they have built on the ideas of team members and on the effectiveness of learning in a team.

Shows thoughtful reflection about how they built on the ideas and opinions of team members and on the effectiveness of learning in a team.

Provides insightful strategies for learning in a team to improve future activities.

Thinking Processes – Reflection, evaluation and metacognition

Response to ‘What is my position on the issue now?’
(Activity 4)

… explain conscious changes that may occur in their own and others’ thinking.

Ability to articulate how others influenced their opinion.

Gives limited justification of the influence of others; e.g., ‘He made a good point.’

Shows thoughtful justification for the use or rejection of information presented by others.

Provides detailed and considered justification for the use or rejection of information presented by others.

 


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