The 1967 Referendum - Levels 5 and 6 Sample Unit

Assessment

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

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

Further information on these can be found at: Assessment and Reporting.

When assessing student achievement, assessment criteria can be developed from relevant standards and associated tasks or activities. The table below shows a range of assessment criteria, tools and strategies applicable to this unit. Teachers could choose to use some or all of these or use the unit to assess other standards.

Standards	Assessment criteria (Examples)	Evidence
Thinking Processes Level 5 Reasoning, processing and inquiry	Ability to: locate and select relevant information from varied sources use a range of appropriate strategies to evaluate evidence and consider their own and others’ points of view.	Observation of feedback on activities Research task oral presentation Research task written presentation
Thinking Processes Level 6 Reasoning, processing and inquiry	discriminate in the way they use a variety of sources process and synthesise complex information and complete activities focusing on problem solving and decision making	Selection of resources for assessment task Use of sources in presenting a coherent speech or multimedia presentation which analyses the significance of the 1967 Referendum
Communication Level 5 Listening, viewing and responding	interpret complex information and evaluate the effectiveness of its presentation use specialised language and symbols as appropriate to the contexts in which they are working. consider their own and others’ points of view, apply prior knowledge to new situations, challenge assumptions and justify their own interpretations.	Observation of student discussion, analysis and feedback on primary sources Use of appropriate terminology and concepts (such as assimilation, political rights, referendum) in classroom discussion and in assessment presentation Observation of response to teaching and learning activities based on sources, response to other points of view, presentation of viewpoints based on evidence in presenting assessment task.
Communication Level 5 Presenting	use the communication conventions, forms and language appropriate to the subject to convey a clear message … to meet the needs of the context, purpose and audience.	Use of relevant language and terms in assessment presentation on the 1967 Referendum Well structured assessment presentation which clearly outlines the significance of the 1967 Referendum Adjusting assessment presentation to suit audience and purpose
Communication Level 6 Listening, viewing and responding	identify the ways in which complex messages are effectively conveyed and apply this knowledge to their communication. consider alternative views, recognise multiple possible interpretations and respond with insight.	Observation of student responses to analysis and evaluation of primary sources in teaching and learning activities Display awareness of complexity of issues and perspectives surrounding the 1967 Referendum in responses to teaching and learning activities and in assessment presentation
Communication Level 6 Presenting	select suitable resources and technologies to effectively communicate use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information.	Selection of appropriate means to present assessment task Uses Civics and Citizenship and History concepts in presenting assessment task
Civics and Citizenship Level 5 Civics knowledge and understanding	identify significant developments in the …achievement of political rights in Australia	Assessment task identifies the significance of the 1967 Referendum
Civics and Citizenship Level 6 Civics knowledge and understanding	explain how the Australian Constitution affects their lives and human rights issues	Response to activities and assessment task identifies the role and importance of the Australian Constitution and the need for it to be changed to implement equal rights for Indigenous Australians
History Level 6 Historical knowledge and understanding	evaluate the impact of colonisation on Aboriginal and Torres Strait Islander communities and the fight for civil and political rights. compare different perspectives about a significant event and make links between historical and contemporary issues.	Response to teaching and learning activities and assessment task display understanding of historical background and issues involved in the 1967 Referendum Assessment task shows understanding of the achievements of the 1967 referendum and the issues about equal rights for Indigenous Australians which still exist today.
History Level 6 Historical reasoning and interpretation	identify, comprehend and evaluate a range of primary and secondary sources critically evaluate sources of evidence for context, reliability, information, reliability, completeness, objectivity and bias. use appropriate historical language and concepts use evidence to support arguments	Observation of student responses to evaluation of sources. Assessment task use of sources Observation of evaluation of primary sources used in teaching and learning activities Use of language and concepts in assessment task and in teaching and learning activities Justification of points of view based on evidence in response to teaching and learning activities and in assessment task. Use of accurate bibliographic details and historical conventions to cite resources.

Standards

Assessment criteria (Examples)

Evidence

Thinking Processes

Level 5 Reasoning, processing and inquiry

Ability to:

locate and select relevant information from varied sources use a range of appropriate strategies to evaluate evidence and consider their own and others’ points of view.

Observation of feedback on activities

Research task oral presentation

Research task written presentation

Thinking Processes

Level 6 Reasoning, processing and inquiry

discriminate in the way they use a variety of sources
process and synthesise complex information and complete activities focusing on problem solving and decision making

Selection of resources for assessment task

Use of sources in presenting a coherent speech or multimedia presentation which analyses the significance of the 1967 Referendum

Communication

Level 5 Listening, viewing and responding

interpret complex information and evaluate the effectiveness of its presentation
use specialised language and symbols as appropriate to the contexts in which they are working.
consider their own and others’ points of view, apply prior knowledge to new situations, challenge assumptions and justify their own interpretations.

Observation of student discussion, analysis and feedback on primary sources

Use of appropriate terminology and concepts (such as assimilation, political rights, referendum) in classroom discussion and in assessment presentation

Observation of response to teaching and learning activities based on sources, response to other points of view, presentation of viewpoints based on evidence in presenting assessment task.

Communication

Level 5 Presenting

use the communication conventions, forms and language appropriate to the subject to convey a clear message … to meet the needs of the context, purpose and audience.

Use of relevant language and terms in assessment presentation on the 1967 Referendum

Well structured assessment presentation which clearly outlines the significance of the 1967 Referendum

Adjusting assessment presentation to suit audience and purpose

Communication

Level 6 Listening, viewing and responding

identify the ways in which complex messages are effectively conveyed and apply this knowledge to their communication.
consider alternative views, recognise multiple possible interpretations and respond with insight.

Observation of student responses to analysis and evaluation of primary sources in teaching and learning activities

Display awareness of complexity of issues and perspectives surrounding the 1967 Referendum in responses to teaching and learning activities and in assessment presentation

Communication

Level 6 Presenting

select suitable resources and technologies to effectively communicate
use subject-specific language and conventions in accordance with the purpose of their presentation to communicate complex information.

Selection of appropriate means to present assessment task

Uses Civics and Citizenship and History concepts in presenting assessment task

Civics and Citizenship

Level 5 Civics knowledge and understanding

identify significant developments in the …achievement of political rights in Australia

Assessment task identifies the significance of the 1967 Referendum

Civics and Citizenship

Level 6 Civics knowledge and understanding

explain how the Australian Constitution affects their lives and human rights issues

Response to activities and assessment task identifies the role and importance of the Australian Constitution and the need for it to be changed to implement equal rights for Indigenous Australians

History

Level 6 Historical knowledge and understanding

evaluate the impact of colonisation on Aboriginal and Torres Strait Islander communities and the fight for civil and political rights.
compare different perspectives about a significant event and make links between historical and contemporary issues.

Response to teaching and learning activities and assessment task display understanding of historical background and issues involved in the 1967 Referendum

Assessment task shows understanding of the achievements of the 1967 referendum and the issues about equal rights for Indigenous Australians which still exist today.

History

Level 6 Historical reasoning and interpretation

identify, comprehend and evaluate a range of primary and secondary sources
critically evaluate sources of evidence for context, reliability, information, reliability, completeness, objectivity and bias.
use appropriate historical language and concepts
use evidence to support arguments

Observation of student responses to evaluation of sources.

Assessment task use of sources

Observation of evaluation of primary sources used in teaching and learning activities

Use of language and concepts in assessment task and in teaching and learning activities

Justification of points of view based on evidence in response to teaching and learning activities and in assessment task. Use of accurate bibliographic details and historical conventions to cite resources.

See Teaching Support for advice on developing rubrics.