The Ins and Outs of Waste - 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: The ins and outs of waste
Evidence	Element of the standard	Assessment criteria	Progressing towards the standard	At the standard	Progressing beyond the standard
Thinking Processes – Creativity
List of options. (Activity 1)	… experiment with innovative possibilities within the parameters of a task.	Ability to generate a range of solutions to a problem.	Generates a range of solutions that reflect a level of maturity and knowledge of the world but creativity is likely to lead to a lack of practicality.	Considers problems from many angles and perspectives. Is more likely to address problems/questions at a global/national level. Creativity shows an awareness of practical limitations in real life contexts.	Makes connections to cutting edge practices and other fields of study.
Thinking Processes – Reasoning, processing and inquiry
Explanation of three selected options. (Activity 1)	… complete activities focusing on problem solving and decision making which involve a wide range and complexity of variables and solutions.	Ability to prioritise and provide a rationale.	Provides a rationale for solutions that illustrates a level of maturity and understanding of implications but tend to view solutions in isolation i.e. not as a package to achieve a goal. The practicality of solutions may not be addressed.	Provides carefully considered solutions where limitations, practicalities and outcomes are addressed. Students’ solutions are often considered in relation to each other i.e. a ‘big picture’ view of problem is taken.	Demonstrates awareness of the impact on a range of stakeholders.
Personal Learning – Managing personal learning
Project plan and reviews. (Activity 3)	… monitor and evaluate the effectiveness of their task and resource management skills.	Ability to evaluate the appropriateness of their project plan.	Provides a limited sense of evaluating project plan. (May be a diary of tasks accomplished).	Evaluates project plan and makes modifications where appropriate.	Critically reflects on and modifies project plan.
Science – Science knowledge and understanding
Visual aid/ representation of LCA. (Activity 4)	… identify and classify the sources of wastes generated, and describe their management, within the community and in industry.	Ability to identify, classify sources of waste and describe the management and use of resources and treatment or disposal of wastes.	Provides simple descriptions of inputs and outputs. Limited demonstration of management of inputs and outputs. May only focus on outputs.	Considers and clearly describes management of waste generated from both inputs and outputs.	Critically evaluates the management of waste generated from both inputs and outputs.
Visual aid/ representation of LCA. (Activity 4)	… use a specific example to explain the sustainable management of a resource.	Ability to explain levels of sustainability.	Shows basic knowledge of the concept of sustainability.	Clearly explains the levels of sustainability of practices.	Considers alternative sustainability practices.
Science – Science at work
Visual aid/ representation of LCA. (Activity 4)	… construct visual aids that demonstrate scientific ideas.	Ability to construct an effective visual aid. Note: The focus of the visual aid is on effectiveness of communication rather than content.	Presentation interferes with communication of ideas.	Presentation effectively communicates ideas.	Presentation actively enhances communication of ideas.