New for Old - 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: New for old

Evidence	Element of the Standard	Assessment criteria	Progressing towards the Standard	At the Standard	Progressing beyond the Standard
English
Final report (Activity 5)	(Students) write persuasive texts dealing with complex ideas and issues and control the linguistic structures and features that support the presentation of different perspectives … They select subject matter and begin to use a range of language techniques to try to position readers to accept particular views of … ideas and information. They compose a range of other texts, such as … workplace texts.	Ability to present ideas and justify recommendations.	Ideas are presented with limited justification and/or limited clarity.	Ideas are presented and justified.	Ideas developed and justified clearly and persuasively.
Final report (Activity 5)		Ability to construct a text using appropriate tone, structure and language.	Writing is not well constructed.	Writing is generally well constructed.	Writing is structured coherently, ideas are presented logically, tone is appropriate and language is concise.
Interpersonal Development
Final reflection on teamwork (Activity 5)	… work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams. … clearly articulate or record their reflections on the effectiveness of learning in a team.	Ability to critically reflect on the effectiveness of their team.	Describes the effectiveness of their team with limited reflection or examples.	Critically reflects on effectiveness of their team with examples.	Demonstrates insight into the characteristics of successful teamwork.