Assessment Rubrics

Y7 - Task 1 Outline

Introductory speech – What you need to know about me

To be completed by the 24th of February 2014

Relevant parts of the achievement standard

Receptive modes (listening, reading and viewing)
By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.

Students express their own views and organise language logically. They listen for and explain different perspectives in texts.

Productive modes (speaking, writing and creating)
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.

Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, accurate spelling and punctuation.

Summary of task
Students were asked to introduce themselves in detail to their new class.
The teacher provided feedback on the original draft and students had full access to organisers and examples throughout the drafting and publishing process.

Y7 - Task 1 Rubric

Introductory speech – What you need to know about me

Student Assessment Rubric: Student Name Date

Modes Australian Curriculum Levels 4 5 6 7 8
Critical Attributes - Points 1 2 3 4 5
Speaking Listening Use interaction skills when discussing and presenting ideas and information, selecting body language, voice qualities and other elements, (for example music and sound) to add interest and meaning
Student is able to listen in class and actively participate as a member of the audience.
Student is able to gain knowledge from the task and reflect on that information.
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements to promote a point of view or enable a new way of seeing.
Reading / Viewing Students understand how the complexity of the text and the structure of the text are dependent on the audience, purpose and context.
Writing / Creating Student can understand how the selection of language can influence the audience.
They understand how to draw on personal knowledge and experiences.
Student is able to engage creatively with the task.
Student demonstrates an understanding of the text type.
Student is able to use the editing process to demonstrate a good understanding of grammar, vocabulary, accurate spelling and punctuation.

Total 50 points

Y7 - Task 2 Outline

Letter to the Primary School – Narrative on High School Life

To be completed by the 20th of March 2014

Relevant parts of the achievement standard
Receptive modes (listening, reading and viewing)
By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.

Productive modes (speaking, writing and creating)
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge to express or challenge a point of view or reflect on events. They create texts showing how language features and personal perspective can influence text.

Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, accurate spelling and punctuation.

Summary of task
Students were asked to write a letter to their previous primary school about their experiences at high school. The letter is a narrative that tells their story of starting high school. The task was completed in class time and at home with teacher, peer and online support. Students were to focus on developing complex sentences and informative paragraphs in their writing.

A secondary focus of this activity has been the student’s ability to organise themselves to complete a task and to think critically about what they have written.

Y7 - Task 2 Rubric

Narrative Letter – Letter to the Primary School

Student Assessment Rubric: Student Name Date

Modes Australian Curriculum Levels 4 5 6 7 8
Critical Attributes - Points 1 2 3 4 5
Personal Learning Student is able to organise themselves and complete the task on time.
Student was able to complete the associated book work.
Student was able to participate in pair work constructively in class.
Student was able to follow the outlines offered, gain knowledge from the examples provided and show academic discipline
Reading / Viewing Student was able to read the example letters and draw the meaning from them.
Writing / Creating Student can understand how the selection of language can influence the audience.
They understand how to draw on personal knowledge and experiences. The student has demonstrated the ability to reflect on events and form opinions.
Student is able establish a clear structure for the narrative through the use well developed paragraphs and sophisticated sentences.
Student demonstrates an understanding of the text type.
Student is able to use the editing process to demonstrate a good understanding of grammar, vocabulary, accurate spelling and punctuation.

Y7 - Task 3 Outline

Response to Literature – Analytical Essay Dragonkeeper

To be completed by the 5th of May

Relevant parts of the achievement standard
Receptive modes (listening, reading and viewing)
By the end of Year 7, students understand how text structures can influence the complexity of a text and are dependent on audience, purpose and context. They demonstrate understanding of how the choice of language features, images and vocabulary affects meaning.

Students explain issues and ideas from a variety of sources, analysing supporting evidence and implied meaning. They select specific details from texts to develop their own response, recognising that texts reflect different viewpoints. They listen for and explain different perspectives in texts.

Productive modes (speaking, writing and creating)
Students understand how the selection of a variety of language features can influence an audience. They understand how to draw on personal knowledge, textual analysis and other sources to express or challenge a point of view. They create texts showing how language features and images from other texts can be combined for effect.

Students create structured and coherent texts for a range of purposes and audiences. They make presentations and contribute actively to class and group discussions, using language features to engage the audience. When creating and editing texts they demonstrate understanding of grammar, use a variety of more specialised vocabulary, accurate spelling and punctuation.

Summary of task
Students were asked to complete the following activities for this task:
 read Carole Wilkinson’s Dragonkeeper
 learn vocabulary
 Identify themes
 Analyse characters
 Write a diary entry
 Gather evidence
 Organise information within an analytical essay

Y7 - Task 3 Rubric

Dragonkeeper Analytical Essay – Sentence and Paragraph Development

Student Assessment Rubric: Student Name Date

Modes Australian Curriculum Levels 4 5 6 7 8
Critical Attributes - Points 1 2 3 4 5
Thinking Skills Student is able to identify themes within the text and think critically about the text.
Listening and Speaking Student was able to participate meaningfully in class discussion and share and develop ideas with peers.
Personal Learning Student was organised in class with the correct equipment and was able to keep up with class work.
Student was able to follow the outlines offered, gain knowledge from the examples provided and show academic discipline.
Reading / Viewing Student was able to read the text and understand how the choice of language features, images and vocabulary affects meaning.
Writing / Creating The student was able to develop their sentences, vocabulary and paragraph skills.
The student is able to use quotes and anecdotes from the book to support a point of view. The student was able to gather evidence from the book to support a point of view.
Student is able establish a clear structure for the Analytical essay through the use well developed paragraphs and sophisticated sentences.
Student was able to complete book work as required in class to a high standard. Including diary writing, character analysis and reflecting on quotes and themes.
Student is able to use the editing process to demonstrate a good understanding of grammar, vocabulary, accurate spelling and punctuation.

Total 50 points

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