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Assessment item number and title: Assessment item 2: Assessing and reporting on work
samples
Part A: 650/500
Part B: 249/250
Part C: 166/250
Part D: 520/500
EEE314 — Assessment and Reporting
Table of Contents
Table of Contents ............................................................................................................. 2
Link to work sample 1 .................................................................................................. 2
Link to work sample 2 .................................................................................................. 2
Part A ................................................................................................................................ 3
Sample 1 ....................................................................................................................... 3
Grade ........................................................................................................................ 3
Justification............................................................................................................... 3
Sample 2 ....................................................................................................................... 4
Grade ........................................................................................................................ 4
Justification............................................................................................................... 4
Part B ................................................................................................................................ 5
Sample 1 ....................................................................................................................... 5
Information about the level of achievement ............................................................. 5
Areas of Strength ...................................................................................................... 5
Areas where additional support might be required................................................... 5
Specific teaching or learning strategies .................................................................... 6
Sample 2 ....................................................................................................................... 6
Information about the level of achievement ............................................................. 6
Areas of Strength ...................................................................................................... 6
Areas where additional support might be required................................................... 6
Specific teaching or learning strategies .................................................................... 7
Part C ................................................................................................................................ 8
Part D .............................................................................................................................. 10
Sample 1 ..................................................................................................................... 10
Sample 2 ..................................................................................................................... 10
References ...................................................................................................................... 12
Part A
Sample 1
Grade
Tracy has demonstrated a basic achievement (D) of Visual Arts (VAS3.2) for her cubist
inspired self-portrait.
Sample 2
Grade
Reese has demonstrated a basic achievement (D) of Science (INVS 3.7 & UTS 3.9) for
his design and investigation of water filtering materials.
Investigating (INVS 3.7) – Conducts their own investigations and makes judgements
based on the results of observing, questioning, planning, predicting, testing,
collecting, recording and analysing data, and drawing conclusions.
Using Technology (UTS 3.9) – Evaluates, selects and uses a range of equipment,
computer-based technology, materials and other resources to meet the requirements
and constraints of investigating and designing tasks.
Justification
In the short answer component, Reese has demonstrated a basic comprehension of the
scientific approach, evident in his response to question 3, “Hold it up to the ceiling lights to
see if there is silt. Then compare it with tap water.” (UTS 3.9), however, this is a subjective
measurement with low reliability. Reese’s response to question 1, “So there is a starting of
the experiment.”, indicates a basic understanding of the need for a control experiment, yet
with a pronounced lack of metalanguage to communicate his understanding.
The procedure component of the investigation design indicates an elementary
understanding of the steps required to reliably conduct an experiment (INVS 3.7). Reese's
inability to effectively draft or plan for the written procedure has impaired the structure of
this component, for example, steps 3 and 4 in reverse order, and clarification for steps 2 and 5
are included following the procedure. However, the clarification is of relatively high quality;
if Reese synthesised this throughout the procedure it would markedly improve his final
product.
Reese has evidently conducted the investigation, as he has clearly rated the selected
filter materials. The presentation of observations is the strongest component of this task
(INVS 3.7). There is a general consistency between the filter material ratings and
observations, however reasons for each filter's capacity have not been provided.
To demonstrate a sound achievement (C) of Science, Reese must use more appropriate
metalanguage to compose his responses. Additionally, a clearer understanding of the
conventions of procedural texts will enhance his ability to express his scientific
understanding.
Part B
Sample 1
Information about the level of achievement
This sample of work indicates that Tracy has a basic (D) understanding of Cubist art
and its typical conventions. Tracy has demonstrated a basic (D) competence of wax pastel
composition techniques in relation to the Cubist style of art (VAS3.2).
Describe this achievement level Using this And/or
word this letter
The student has an extensive knowledge and understanding of Outstanding A
the content and can readily apply this knowledge. In addition,
the student has achieved a high level of competence in the
processes and skills and can apply these skills to new
situations.
The student has a thorough knowledge and understanding of High B
the content and a high level of competence in the processes
and skills. In addition, the student is able to apply this
knowledge and these skills to most situations.
The student has a sound knowledge and understanding of the Sound C
main areas of content and has achieved an adequate level of
competence in the processes and skills.
The student has a basic knowledge and understanding of the Basic D
content and has achieved a basic level of competence in the
processes and skills.
The student has an elementary knowledge and understanding Limited E
in few areas of the content and has achieved very limited
competence in some of the processes and skills.
Achievement rubric retrieved from Policy Standards for Curriculum Planning and
Programming, Assessing and Reporting to Parents K-12. Area 3.2.2 (NESA, 2018).
Areas of Strength
Within this sample of work, Tracy’s use of shape creates a clear figure. However, the
placement of these shapes is arranged in a manner that is typical of realist art pieces, not
Cubist.
Areas where additional support might be required
In order increase Tracy’s achievement of Visual Arts (VAS3.2), she must increase her
understanding of Cubist art conventions, for example using more straight lines to create
angular intersections, displacement of facial features, and employing multiple perspectives.
Sample 2
Information about the level of achievement
This sample of work indicates that Reese has a basic (D) of knowledge and
understanding of Stage 3 Science content. He has demonstrated a basic competence (D) in the
relevant processes and skills of investigating (INVS 3.7) and using technology (UTS 3.9).
Describe this achievement level Using this And/or
word this letter
The student has an extensive knowledge and understanding of Outstanding A
the content and can readily apply this knowledge. In addition,
the student has achieved a high level of competence in the
processes and skills and can apply these skills to new
situations.
The student has a thorough knowledge and understanding of High B
the content and a high level of competence in the processes
and skills. In addition, the student is able to apply this
knowledge and these skills to most situations.
The student has a sound knowledge and understanding of the Sound C
main areas of content and has achieved an adequate level of
competence in the processes and skills.
The student has a basic knowledge and understanding of the Basic D
content and has achieved a basic level of competence in the
processes and skills.
The student has an elementary knowledge and understanding Limited E
in few areas of the content and has achieved very limited
competence in some of the processes and skills.
Achievement rubric retrieved from Policy Standards for Curriculum Planning and
Programming, Assessing and Reporting to Parents K-12. Area 3.2.2 (NESA, 2018).
Areas of Strength
The rating and observation components of Reese’s work sample indicate that he has the
ability to conduct a valid scientific investigation and record results with some accuracy.
Areas where additional support might be required
Reese’s understanding of procedural texts requires additional support. Additionally,
Reese’s developing knowledge of Science metalanguage impairs his ability to effectively
communicate his judgements and observations regarding the investigation.
Part C
Part D
Sample 1
Tracy has demonstrated a basic achievement (D) of Visual Arts for her Cubist styled
self-portrait. The task relates specifically to student’s ability to make artworks for different
audiences assembling materials in a variety of ways (VAS 3.2). This syllabus outcome
requires students to examine a range of concepts relating to certain artistic forms, in this case
Cubist (disjointed, angular shapes with multiple perspectives, such as the paintings by Pablo
Picasso), and experiment with artistic techniques for expression. Tracy has demonstrated a
basic understanding of Cubism, evident in her experimentation with some conventional
techniques such as asymmetry and displacement of facial features.
An area in which Tracy may be able to improve is her understanding of the conventions
specific to artistic styles. This will provide Tracy with greater repertoire of techniques for
artistic expression. Additionally, an improved understanding of the conventions of artistic
styles will benefit Tracy’s achievement of Visual Arts, as it will enhance her ability to create
artworks with a distinctive style.
To assist with the development of Tracy’s artistic skill, she may be provided with
additional time to experiment with artistic techniques. Additional time for experimentation
will allow Tracy to refine known artistic techniques, as well increase her confidence,
therefore encouraging greater artistic risks.
Another way to assist Tracy’s artistic development would be to increase the amount of
diverse art styles and works she is exposed to. An example of this would be to visit art
museums and exhibitions. This would facilitate a rich experience of appreciating art, and
provide Tracy with a variety of stimuli to inspire her future work.
Sample 2
Reese has demonstrated a basic achievement (D) of Science for his design and
investigation of water filtering materials. The task relates to students’ ability to conduct
investigations and make judgements from their observations (INVS 3.7) and evaluate, select,
and use a range of equipment, materials and other resources to meet the requirements and
constraints of investigating and designing tasks (UTS 3.9). Reese has demonstrated a basic
understanding of process of scientific investigation, and an elementary understanding of
scientific terminology. Improvement of Reese’s vocabulary would enhance his ability to
clearly communicate his understandings, which would greatly benefit his achievement within
the Science key learning area.
An area in which Reese may be able to improve is his ability to communicate
understanding through writing. Using the appropriate scientific language (e.g. quantity,
reliable, control) will significantly benefit Reese's ability to demonstrate his understanding.
Additionally, improvement of Reese's understanding of text genres and consistency of
writing will greatly benefit his achievement within Science: he demonstrates adequate skill in
writing full sentences (see question 3), but does not continue with this level of detail in the
written procedure component.
To assist with the development of Reese's writing skills, he may be involved in tasks
which require the use of a procedure, for example cooking. The skill of procedure reading
and writing is transferrable; meaning all engagement with procedures will be beneficial to
Reese's learning. Additionally, engaging with procedures specifically relating to science will
assist in the development of Reese's vocabulary, allowing him to more articulately present his
understandings.
References
Board of Studies NSW. (n.d.). Designing and investigating a method by which everyday
materials can be used to filter dirty water - Reese (New Work Samples). Retrieved
October 9 from https://arc.nesa.nsw.edu.au/63AEFF27-ECDD-5663-
0AF47397A16AD780
Board of Studies NSW. (n.d.). Visual Arts: Cubist inspired self-portrait - Tracy (New Work
Samples). Retrieved October 9 from https://arc.nesa.nsw.edu.au/A4F8F8BA-FD06-
F99C-FABB1338481F4ADB
NSW Education Standards Authority. (2006). Creative Arts K-6 Syllabus. Sydney, NSW:
Board of Studies NSW.
NSW Education Standards Authority. (2018). Policy Standards for Curriculum Planning and
Programming, Assessing and Reporting to Parents K-12. Retrieved from
https://education.nsw.gov.au/policy-library/associated-
documents/policystandards161006.pdf