A Middle Years Assessment Task

A MIDDLE YEARS ASSESSMENT TASK

School & Faculty/Subject

Grade & Task Title

Date due Part A: ______Date due Part B: ______

Weighting Part A: % Weighting Part B: %

Learning Subject Outcomes & Literacy Focus Area:

In this section identify the syllabus outcomes that you will be working towards for the unit you are designing. These are the outcomes you identified in day one. Note that when looking at the data collection sheet (Module 7 in the OneNote) two of the criteria columns focus on the literacy focus area and the remaining two columns are for your convenience that can be filled in with outcomes or criteria relevant to your subject area (For more information please refer to tab 5 in your folders or Module 4 in the OneNote.

Literacy Focus Areas:

Audience; Text Structure; Ideas; Character & Setting/Persuasive Devices; Vocabulary; Cohesion; Paragraphing; Sentence Structure; Punctuation; Spelling

Key concept(s)/main ideas:

The concepts are best derived from the outcomes and your literacy focus area. A comprehensive understanding of your syllabus demands allows teachers greater scope in deriving concepts from outcomes. For more information on conceptual frameworks see the PowerPoint for Module 4 in your OneNote or Tab 5 in your folder.

Context:

The context is an essential aspect of the quality teaching framework where teachers can utilise its different elements e.g. narrative, connectedness, background knowledge etc to establish Significance. In this section outline the background of the task to determine the task’s purpose e.g. your student may be a geographical journalist, a CEO of an international aid company or promoting a new film based on a film. In each of these examples, a clear context has been developed allowing room for our students to make conscious language choices to meet the demands of the task in a way that is relevant. (Please note also that the context is an essential ingredient in inquiry based learning).

Task Description:

Guidelines – what will students be doing?

This section clearly outlines how students will demonstrate their deep understanding of the concepts that they are learning about. For example, if they are promoting a new film based on a novel the task can be that students are asked to create a movie preview designed to influence an audience in wanting to watch the film. From the task description teachers will be able to develop the marking criteria for their tasks.

Marking Criteria:

For information on creating the marking criteria, please refer to module four in the OneNote or Tab 5 in your folders. There you will find a marking criteria for a persuasive text and a narrative text as well as a template for levelling the criteria. Please note for the purpose of this course, you are allowed to adapt the details within the descriptors however, do not change the number value as this will impact on the data collection tool later on. Please feel free to cut and paste the criteria from the OneNote into your own assessment criteria marking sheet.

Skills & Knowledge

INCLUDE VENN DIAGRAM AND TABLE ON HOW YOU CAN TEACH THE ACTIVITY