The Arts Assessable elements and descriptors of quality for A–E Assessable elements and descriptors support teacher judgments about the standard a student has achieved. Assessable elements: • identify the valued features of the key learning area to be assessed • draw from the two dimensions of the Essential Learnings: Ways of working and Knowledge and understanding • can be used together or independently when designing assessment. Descriptors: • indicate the qualities evident in student work • use an A–E scale. Assessable elements Descriptors A B C D E The student work demonstrates evidence of: Knowledge and understanding Comprehensive knowledge and understanding of concepts, facts and procedures Thorough knowledge and understanding of concepts, facts and procedures Satisfactory knowledge and understanding of concepts, facts and procedures Variable knowledge and understanding of concepts, facts and procedures Rudimentary knowledge and understanding of concepts, facts and procedures Creating Insightful and skilful creation of arts works to express ideas by selecting and combining arts elements, techniques, skills and processes Informed and effective creation of arts works to express ideas by selecting and combining arts elements, techniques, skills and processes Relevant and competent creation of arts works to express ideas by selecting and combining arts elements, techniques, skills and processes Variable creation of arts works to express ideas using arts elements, techniques, skills and processes Minimal creation of arts works using arts elements, techniques, skills and processes Presenting Controlled presentation of arts works to display interpretive and technical skills Effective presentation of arts works to display interpretive and technical skills Credible presentation of arts works to display interpretive and technical skills Variable presentation of arts works to display interpretive and technical skills Minimal presentation of arts works to display interpretive and technical skills Responding Perceptive response to arts works using arts elements and languages Informed response to arts works using arts elements and languages Relevant response to arts works using arts elements and languages Narrow response to arts works using arts elements and languages Cursory response to arts works using arts elements and languages Reflecting Perceptive reflection on learning Informed reflection on learning Relevant reflection on learning Superficial reflection on learning Cursory reflection on learning
Health and Physical Education Assessable elements and descriptors of quality for A–E Assessable elements and descriptors support teacher judgments about the standard a student has achieved. Assessable elements: • identify the valued features of the key learning area to be assessed • draw from the two dimensions of the Essential Learnings: Ways of working and Knowledge and understanding • can be used together or independently when designing assessment. Descriptors: • indicate the qualities evident in student work • use an A–E scale. Assessable elements Descriptors A B C D E The student work demonstrates evidence of: Knowledge and understanding Comprehensive knowledge and understanding of concepts, facts and procedures Thorough knowledge and understanding of concepts, facts and procedures Satisfactory knowledge and understanding of concepts, facts and procedures Variable knowledge and understanding of concepts, facts and procedures Rudimentary knowledge and understanding of concepts, facts and procedures Investigating Insightful identification of questions and issues to plan and conduct investigations Effective identification of questions and issues to plan and conduct investigations Competent identification of questions and issues to plan and conduct investigations Variable identification of questions and issues to plan and conductinvestigations Minimal identification of questions and issues to plan and conduct investigations Insightful analysis and evaluation of information and evidence to communicate conclusions and decisions Logical analysis and evaluation of information and evidence to communicate reasoned conclusions and decisions Relevant analysis and evaluation of information and evidence to communicate credible conclusions and decisions Variable analysis and evaluation of information and evidence to communicate obvious conclusions and decisions Cursory analysis and evaluation of information and evidence to communicate conclusions and decisions Planning Significant and well-justified proposals that promote movement capacities, health and wellbeing and personal development Pertinent and justified proposals that promote movement capacities, health and wellbeing and personal development Relevant and justified proposals that promote movement capacities, health and wellbeing and personal development Relevant suggestions that promote movement capacities, health and wellbeing and personal development and decisions Cursory suggestions that promote movement capacities, health and wellbeing and personal development Implementing and applying Insightful implementation of proposals Effective implementation of proposals Appropriate implementation of proposals Variable implementation of proposals Minimal implementation of proposals Skilful application of concepts Proficient application of Competent application of Variable application of concepts Minimal application of concepts