Working with the Australian Curriculum Learning Areas
Features of the 3 Dimensional Curriculum
Describing the Principles of Assessment
100
The task provides clear information on the expected evidence of learning for students and other teachers
Explicit
*DOUBLE POINTS*
100
True or False:
Assessment and Reporting are pretty much the same thing
False Bonus Points: What is the difference? (300 points)
100
True or False:
All learning areas are organised by Year Level
False Bonus Points: Which Learning Areas have Bands? (100 per Learning Area)
100
What are the 3 dimensions of the Australian Curriculum?
Learning Areas, General Capabilities and Cross-curriculum Priorities
*DOUBLE POINTS*
100
Assessment allows students from diverse cultural, ethnic, linguistic and learning backgrounds to demonstrate achievement standards in ways which are sensitive to and inclusive of, the circumstances of each student.
Accessible
200
The task allows students to evaluate their progress and determine future learning goals
Student centred
200
How often do English and Mathematics need to be reported on?
Each Semester
**DOUBLE POINTS**
200
Which of the following are optional?
A) Achievement Standards
B) Content Descriptions
C) Elaborations
C) Elaborations
*DOUBLE POINTS*
200
Which of the dimensions feature a learning continuum?
General Capabilities
200
The assessment allows students to take responsibility for their learning by being actively involved in the process. There are opportunities for students to monitor their own progress and set their learning goals.
Student centred
300
The task and marking guide align to the Australian Curriculum Achievement Standards
Valid and Reliable
300
Complete the sentence:
"When reporting to parents, teachers will provide information about a student's actual progress against the _______________________."
Learning Area Achievement Standard
NTBOS Curriculum, Assessment and Reporting Guidelines 5. Reporting
300
Which Learning Areas have a focus on Inquiry Skills?
Science,
Humanities and Social Sciences
300
Name the 3 Cross-curriculum Priorities
Aboriginal and Torres Strait Islander Histories and Cultures,
Asia and Australias Engagement with Asia,
Sustainability.
300
The assessment is aligned to the curriculum and targeted achievement standards. A range of assessments are required to allow demonstration of skills and understandings and accurately display the students' ability. Tasks allow judgements to be made consistently against the achievement standards using evidence of learning comprehensively.
Valid and reliable
*DOUBLE POINTS*
400
The task accounts for diversity and alternate assessment methods
Accessible
400
What word is missing?
"provide reports that are based on _____ achievement levels"
five
"Provide reports that are based on five achievement levels (A-E grades or the equivalent five point scale)"
Curriculum Reporting, Assessment and Reporting Guidelines 5.1 Reporting Requirements
400
What are the 3 L's of the English Learning Area?
Language,
Literature,
Literacy.
400
Name the 8 Learning Areas
English,
Maths,
Science,
HASS,
HPE,
The Arts,
Technologies,
Languages.
400
Assessment procedures are manageable and incorporated comfortably into classroom practices. The assessment must be capable of providing information that justifies the time involved.
Practical convenience
500
The task is manageable and is able to be incorporated into class practices and activities
Practical convenience
500
Name 2 groups of students who DO NOT require an A-E grade?
Students with a disability with an Educational Adjustment Plan,
Transition Students.
EAL/D students still receive an A-E report, as well as reporting their EAL/D phase against the EAL/D Learning Progression
500
Name the 3 strands of the Science curriculum
Science Understanding,
Science as Human Endeavour,
Science Inquiry Skills.
500
Name the 7 General Capabilities
Literacy,
Numeracy,
ICT Capability,
Critical and Creative Thinking,
Personal and Social Capability,
Ethical Understanding,
Intercultural Understanding.
500
The assessment is designed to provide information which is instructionally useful and informing of student understandings and abilities. The assessment task/s should play a functional role that is embedded in the teaching and learning cycle.