In Style – Level 6 Sample Unit

Assessment

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

Assessment of learning (summative)
Assessment for learning (formative)
Assessment as learning (formative).

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 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 task: In style

Evidence	Element of the standard	Assessment criteria	Progressing towards the standard	At the standard	Progressing beyond the standard
The Arts (Music) – Creating and making
Performance or presentation. (Activity 3)	… collaboratively, they apply their knowledge and understanding to design, create and produce arts works.	Ability to present their chosen music style through performance of an original work.	Presentation (original work) reflects aspects of their chosen music style.	Presentation (original work) reflects their chosen music style.	Convincing presentation (original work) of music style.
		Ability to contribute to a performance or presentation.	Limited contribution to the team’s performance or presentation.	Effective contribution to the team’s performance or presentation.	Outstanding contribution to the team’s performance or presentation.
Interpersonal Development – Working in teams
Session summary journal. (Activities 2 and 3)	… describe how they respect and build on the ideas and opinions of team members.	Ability to reflect on the progress towards meeting intended outcomes.	Uses the journal to describe, in basic terms, why ideas were accepted or rejected (for example, ‘we thought it was a good idea’).	Uses the journal to thoughtfully evaluate their progress within each session.	Uses the journal to clearly articulate the implementation of ideas and strategies across each session.
Communication – Presenting
Session summary journal. (Activities 2 and 3)	… use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information.	Ability to use music language and terminology.	Limited or incorrect use of music-specific language and terminology.	Use of music language and terminology consistent with purpose.	Use of music language and terminology is integral to the development of ideas and purpose.