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Designing Assessment Criteria
for Grade 7 and 8
One of the challenges facing the transformation of
the SOSE learning area in Grades 7 and 8 has been the need to develop
assessment
criteria to replace previous practices.
For the most part, criteria
currently used in Grade 7 and 8 programs have their origins in Grade
9 and 10 TASSAB syllabus criteria and reflect only the ICP strand of
SOSE. This situation makes summative reporting on strands and levels
as required by the Reporting to Parents Policy difficult.
Assessment requires the following
issues to be addressed:
- criteria should reflect
remodelled SOSE programs which are informed by the SOSE Statement
and Profile as well as relevant DECCD policies and particularly the
Reporting on Student Development and Recording Student Development
policies
- the criteria must reflect
conceptual development drawn from the strands and bands; the profile
outcomes, however, are indicators of student levels of success and
are not band-specific
- the Reporting on Student
Development policy does not require teachers to report on 18 profile
outcomes
- when reporting on student
development, criteria could be used mid-year and strands levels used
summatively at the end of the year
- the Student Achievement
Module (SAM) within the school administration Computing System (SACS)
supports the use of criteria for reporting
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Below is an
example of authentic assessment criteria for Grades 7 and 8 which reflect
the SOSE strands. The criteria are crossreferenced with the profile
outcomes to enable teachers to make judgements about student achievement
according to levels.
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Assessment
criteria for Grades 7 and 8
- Time, Continuity
and Change
Presents alternative
viewpoints to explain ways of life, significant events and
achievements of people and groups
in Australia and within other places in the twentieth century.
- Place and
Space
Examines the impact
of individual and group decisions on
the local natural and built environment and take action that
leads to a sustainable future.
- Culture
Examines aspects
of individual and group identity with
a particular reference to Aboriginal and Torres Strait
Islander cultures and the diversity of other cultural groups
in Australia.
- Resources
Demonstrates an understanding of enterprising action as
it relates to differing work settings and assists informed
decision-making of post school options.
- Natural and
Social Systems
Describes decision-making locally, nationally and globally
in relation to natural systems, the making of rules and
laws and understands roles as producers and consumers
in economicsystems.
- Investigation,
Communication and Participation
Identifies
and uses a variety of sources and techniques
to investigate a question.
Translates and communicates information in a variety
of ways.
Demonstrates active citizenship individually, as a member
of a small group and within any social setting.
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