© Graphic courtesy Jos World
Module 1: Time Continuity and Change Assessment information for this module is divided into two components. Immediately below are the core outcomes for each SOSE strand. Satisfying these will form the core of assessment. Following these outcomes are criteria useful for developing an appropriate methodology for evaluation purposes. Curriculum Learning Outcomes:
Core
Learning Outcome: TCC
6.2 Students use their own research focus to analyse changes or
continuities in the Asia-Pacific region.
Discretionary
Learning Outcome: BY6.3
Students make reference to values and peer-generated visions of
preferred futures to suggest how they might contribute to creating
better futures. Students know evidence awareness of: cultural constructions of evidence (various perspectives or views of Australian events) changes and continuities in the Asia-Pacific region (IT in Australia and Asia, Demographic differences, cultural Divides, Historical connections) contributions by diverse individuals and groups in Australian and Asian settings values underlying contributions of people and groups (social justice, human rights) causes of a change or continuity in environments, media or gender roles ethical behaviour of people in the past Additional Assessment Criteria In this module students develop a question based on one of the Core or Discretionary outcomes listed below, and then develop a 250 word (approx) essay to argue on the question they have developed. I have divided the criteria for assessment in this module into the following areas: Hypothesis Development and Testing However, there is naturally considerable overlap between these and this must be taken into account when formulating a basis for assessment. In essence as a Teacher you will be marking an essay and there is no single criteria that can uniformly cover this. Therefore, use the criteria below simply as a guide. You can choose from amongst the criteria to develop a list suitable for your own class assessment. Development and Testing Hypothesis Development and Testing Students will provide evidence of all hypothesising ability through the quality of complexity in their question and the level to which they have addressed the issues that they have raised, evidenced by the following: 1.
Students demonstrate the ability to choose appropriate websites
or other resources for gathering information regarding their selected topics. 2.
Students demonstrate the ability to determine the
validity of the information they are gathering by evaluating the bias of
the author and including comment on this in their written
report. 3.
Students demonstrate the ability to interpret the
gathered research data. 4.
Students demonstrate the ability to synthesize the
information gathered in the form of a written report. 5. Students demonstrate understanding of the implications of past technological changes in our society and reference these to current occurrence as they relate to their chosen topic. 6. Students provide a qualitatively in-depth relationship between their original question and their summation. Communication Students will demonstrate their ability to identify or summarise their concepts appropriately by: 1.
using an Introductory statement or sentence that best indicates the main idea of the
selection. 2. using information in illustrations, graphs, charts, diagrams, and tables 3.
using a glossary to locate words and/or help clarify meaning. 4.
using headings to locate where information is likely to be found. 5.
using directly stated opinions, including those introduced by
transitional phrases. Students will demonstrate their ability to analyse and evaluate whether a conclusion is validated by the evidence in a selection by: 1. using information that is accurate to draw a conclusion 2.
demonstrating reasoning for a conclusion which is based on fact
before being supported by opinion. 3.
showing relationship to other issues or situations 4.
identifying biases or stereotypes influencing their conclusion. Students will demonstrate comprehension skills by relating text to other texts, experiences, issues, and events 1.making
connections between the selection and the reader’s experiences and
background or by knowledge of other texts, movies, television programs, or
music etc. 2. identifying connections between the selection and issues or events in the community or world. 4.
using referenced resources, when appropriate, to provided support. Students will demonstrate the ability to structure their written communication by: 1. writing in a sequence and by making transitions among ideas and paragraphs. 2.
developing a clearly sequenced body that is easy to follow with
accurate placement of supporting details. 3.Providing a summation in the form of concluding argument Advocacy and Application Students should demonstrate their ability to engage in advocacy and to apply their findings to a solution by: 1.
providing clear and easily identifiable purpose and main idea(s).
2.
providing relevant supporting details and examples. 3.
providing content and selected details and that consider audience
and purpose. ________________________________________________
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