zilongwang/ReadingBank huggingface dataset:
For Authority subjects Studies 2013 The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program. Assessment instruments required in Year 12 (including objectives and dimensions assessed) Conditions required by the syllabus, e.g. word length, time, School assessment instruments (including objectives and dimensions assessed) Conditions in school work program Variations to syllabus verification and post-verification requirements to the syllabus assessment section Refer to the school’s approved work program Refer to the school’s approved work program How does the school’s assessment program differ from syllabus requirements? Verification requirements Minimum of four and maximum of six assessment instruments and relevant student responses. Each folio must include: evidence of student work from Year 12 only one supervised extended response test (responding to an unseen question) assessing all three dimensions (see Syllabus section 4.5.3, Extended response test) Syllabus, pp. 21–24 School assessment program
at least one extended response task based on an unseen question completed under supervised exam conditions. Assessment categories Response to stimulus May assess: Knowledge and understanding Investigation Evaluation Communication and research skills Responses may vary in length. Can be either: short response extended response non-written presentations. Conditions: As for the above techniques. Syllabus, pp. 47 Inquiry May assess: Knowledge and understanding Investigation Evaluation Communication and research skills Responses to instruments should recognise, interpret and analyse common legal situations and use this information to comment on the relevance of law in society. Conditions: written 1000–2000 words spoken/signed 8–12 minutes Extended response May assess: Knowledge and understanding Investigation Evaluation Instruments must allow students to produce response to open questions that highlight a specific issue. Possible genres include: feature article
Instrument-specific standards matrix Standard A Standard B Standard C Standard D Standard E The student work has the following characteristics: coherent and effective communication of meaning using wellchosen language conventions suited to an argumentative legal essay clear communication of meaning using appropriate language conventions suited to an argumentative legal essay communication of meaning using language conventions suited to an argumentative legal essay communication using language conventions suited to aspects of an argumentative legal essay communication of meaning using inconsistent language conventions in a written form discerning selection and organisation of legal information from relevant and valid sources purposeful selection and organisation of legal information from relevant sources selection and organisation of legal information from sources selection and organisation of aspects of legal information from some sources selection of obvious information thorough and discerning analysis of legal situations to identify and examine relevant legal issues and stakeholders’ perspectives detailed and informed analysis of legal situations to identify and examine relevant legal issues and stakeholders’ perspectives analysis of legal situations to identify and examine legal issues and stakeholders’ perspectives simple analysis of legal situations to identify and examine some legal issues and/or stakeholders perspectives identification of some legal issues and/or stakeholder perspectives discerning application of legal concepts and processes to legal issues to determine logical legal outcomes. systematic application of legal concepts and processes to legal issues to determine logical legal outcomes. application of concepts and processes to legal issues to determine appropriate legal outcomes. partial application of some legal concepts and/or processes to legal issues to determine legal outcomes. identification of some legal concepts and/or processes relating to aspects of legal issues.
Instrument-specific standards matrix Standard A Standard B Standard C Standard D Standard E The student work has the following characteristics: appropriate definition and comprehensive description of facts showing discriminating use of legal terminology appropriate definition and detailed description of facts using relevant legal terminology definition and description of facts using legal terminology partial definition or simple description of some facts using legal terminology statement of facts using some legal terminology thorough and effective explanation of a comprehensive range of legal concepts and processes detailed explanation of a range of legal concepts and processes explanation of legal concepts and processes simple explanation of some legal concepts and processes statement of aspects of legal concepts and processes coherent and effective communication of meaning using wellchosen language conventions suited to a closing argument at a sentencing hearing clear communication of meaning using appropriate language conventions suited to a closing argument up at a sentencing hearing communication of meaning using language conventions suited to a closing argument at a sentencing hearing communication using language conventions suited to aspects of a closing argument at a sentencing hearing communication using inconsistent language conventions Standard A Standard B Standard C Standard D Standard E The student work has the following characteristics: discerning evaluation of the law and stakeholder responses effective evaluation of the law and stakeholder responses evaluation of the law and stakeholder responses simple evaluation of the aspects of the law and/or stakeholder responses description of aspects of the law and/or stakeholder responses
discerning decisions and insightful recommendations made about the suitability of legal outcomes and their implications relevant decisions and logical recommendations made about the suitability of legal outcomes and their implications decisions and recommendations made about the suitability of legal outcomes and their implications simple decisions and/or recommendations made about the suitability of legal outcomes and/or their implications statement of decisions and/or opinions convincing and reasoned justification of decisions and recommendations using evidence and legal reasoning valid and logical justification of decisions and recommendations using evidence and legal reasoning justification of decisions and recommendations using evidence and legal reasoning simple justification of decisions and/or recommendations justification inconsistent with decisions and/or recommendations This standards matrix has been made instrument-specific by specifying the context and genres and deleting any objectives not assessed in this task.
discerning evaluation of the law and stakeholder responses effective evaluation of the law and stakeholder responses evaluation of the law and stakeholder responses simple evaluation of the aspects of the law and/or stakeholder responses description of aspects of the law and/or stakeholder responses discerning decisions and insightful recommendations made about the suitability of legal outcomes and their implications relevant decisions and logical recommendations made about the suitability of legal outcomes and their implications decisions and recommendations made about the suitability of legal outcomes and their implications simple decisions and/or recommendations made about suitability of legal outcomes and/or their implications statement of decisions and/or opinions convincing and reasoned justification of decisions and recommendations using evidence and legal reasoning. valid and logical justification of decisions and recommendations using evidence and legal reasoning. justification of decisions and recommendations using evidence and legal reasoning. simple justification of decisions and/or recommendations. justification inconsistent with decisions and/or recommendations.
Communicate Prepare a seminar presentation to communicate the findings. Possible assessment ideas Dimensions and objectives Assessment technique, conditions and item Knowing and understanding the law explain legal concepts and processes communicate meaning using language conventions to suit purpose and audience Investigating legal issues select and organise legal information from sources analyse legal situations to identify and examine legal issues and stakeholders’ perspectives Responding to the law evaluate the law and stakeholder responses make decisions and recommendations about legal outcomes and their implications justify decisions and recommendations using evidence and legal reasoning Extended research response Written 1000–1500 words Investigate some examples of how Australia responds to international crime and evaluate the effectiveness of this response. Knowing and understanding the law explain legal concepts and processes communicate meaning language conventions to suit purpose and audience Investigating legal issues select and organise legal information from sources analyse legal situations to identify and examine legal issues and stakeholders’ perspectives Responding to the law evaluate the law and stakeholder responses make decisions and recommendations about legal outcomes and their implications justify decisions and recommendations using evidence and legal reasoning Extended research response Written 1000–1500 words Investigate and analyse some examples of how Australia responds to international crime and evaluate the effectiveness of this response. Prepare a report to communicate the recommendations made. Knowing and understanding the law define and describe facts using legal terminology communicate meaning using language conventions to suit purpose and audience Investigating legal issues analyse legal situations to identify and examine legal issues and stakeholders’ perspectives Responding to the law evaluate the law and stakeholder responses make decisions and recommendations about legal outcomes and their implications justify decisions and recommendations using evidence and legal reasoning Extended research response Multimodal 5–7 minutes Prepare a seminar for presentation at a Human rights convention. As part of your presentation, describe a strategy used by the international community to deal with either genocide and/or crimes against humanity. Evaluate the
5.8.1 Standards matrix Dimension A B C D E and writing The student work has the following characteristics: evaluation and integration of significant facts and ideas in a range of familiar and some unfamiliar abstract or complex texts and contexts that convey meaning The student work has the following characteristics: evaluation and integration of significant facts and ideas in a range of familiar and some unfamiliar contexts and texts that convey meaning The student work has the following characteristics: evaluation and integration of facts and ideas in a range of familiar and some unfamiliar contexts that convey meaning The student work has the following characteristics: simple evaluation and integration of facts and ideas in a range of familiar contexts that convey meaning The student work has the following characteristics: simple evaluation and integration of some facts and ideas in familiar contexts that convey meaning selection and application of a range of reading strategies in familiar and some unfamiliar texts and contexts, including some complex texts selection and application of a range of reading strategies in familiar and some unfamiliar texts and contexts selection and application of a of reading strategies in routine familiar and some unfamiliar texts and contexts selection and application of some reading strategies in familiar texts and contexts directed application of some reading strategies in familiar contexts explanations of the relationships between and information from familiar and some unfamiliar texts, including some complex texts, in the written mode explanations of the relationships between ideas and information from familiar and some unfamiliar texts in the written mode descriptions of the relationships between ideas and information from familiar and some unfamiliar texts in the written mode. descriptions of the obvious relationships between ideas and information from familiar texts in the written mode statements of ideas and information from familiar texts in the written mode selection and use of specialised vocabulary, grammatical structures and conventions in familiar and some unfamiliar texts and contexts, including some complex texts. selection and use of some specialised vocabulary, grammatical structures and conventions in familiar and some unfamiliar and contexts. selection and use of vocabulary, grammatical structures and conventions in familiar and some unfamiliar and contexts selection and use of simple vocabulary, grammatical structures and conventions in familiar texts and contexts. use of simple vocabulary and grammatical structures in familiar texts and contexts.
dimension assessed at least three times. Extended response May assess: Knowledge and understanding Investigation and analysis Evaluation and communication. Students apply higher order cognition in responding to research or stimulus materials. Forms: Extended research response Extended marine investigation Action research Extended response to stimulus Conditions: written: 1000–1500 words spoken: 4–5 minutes multimodal: 5–7 minutes Syllabus, p. 25–26 Examination May assess: Knowledge and understanding Investigation and analysis Evaluation and communication. Forms: short response extended response Conditions: supervised conditions 1.5–2 hours Short: 50–250 words per response Extended: 600–800 words per response Syllabus, p. 28
Replace the red text with your school- and task-specific information. Make the standards instrument-specific. (Words may not be added to the standards except to specify the marine environments, issues and problems or concepts and models. For example, the issue may be stated as local waterway issues and marine science concepts as aquaculture concepts.) The following words may be used in the singular: concepts, models, environments, issues, problems, questions, plans, investigations, conclusions. Ensure all information has been completed, i.e. no red text remains. Delete this instructional text. Insert school-specific information (if required) Instrument-specific standards matrix Standard A Standard B Standard C Standard D Standard E The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: thorough definition and description of marine science concepts definition and detailed description of marine science concepts definition and description of marine science concepts definition or simple description of marine science concepts statement of aspects of marine science concepts thorough explanation of marine systems using a comprehensive range of concepts and models detailed explanation of marine systems a range of concepts and models explanation of marine systems using concepts and models simple explanation of marine systems using some concepts and models statement of aspects of marine systems discerning and systematic application of understandings to marine environments, issues and problems. systematic application of understandings to marine environments, issues and problems. application of understandings to marine environments, issues and problems. simple application of understandings to marine environments. statement of marine science concepts, models or systems somewhat related to marine environments. Investigation and analysis The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: formulation of purposeful and relevant questions, hypotheses and thorough plans for marine investigations formulation of relevant questions, hypotheses and detailed plans for marine investigations formulation of questions, hypotheses and plans for marine investigations formulation of simple questions or hypotheses and use of plans for marine investigations use of given questions or plans for marine investigations
purposeful and methodical collection of reliable primary data using marine research skills methodical collection of primary data using marine research skills collection of primary data using marine research skills collection of some primary data using marine research skills statement of primary data purposeful and methodical selection and organisation of marine information from reliable and valid primary and secondary sources methodical selection and organisation of marine information from valid primary and secondary sources selection and organisation of marine information from primary and secondary sources partial organisation of marine information from primary or secondary sources statement of marine information from primary or secondary sources thorough analysis and interpretation of marine information to identify and explain relationships, trends and patterns. detailed analysis and interpretation of marine information to identify and explain relationships, trends and patterns. analysis and interpretation of marine information to identify and explain relationships, trends and patterns simple analysis and interpretation of some marine information to identify some relationships or patterns. identification and basic explanation of relationships or patterns.. Standard A Standard B Standard C Standard D Standard E The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: thorough evaluation of marine information to draw logical conclusions and make purposeful and relevant decisions and recommendations detailed evaluation of marine information to draw logical conclusions and make relevant decisions and recommendations evaluation of marine information to draw conclusions and make decisions and recommendations simple conclusions drawn and basic recommendations made statement of opinions reasoned and valid justification of conclusions, decisions and recommendations about marine environments, issues and problems valid justification of conclusions, decisions and recommendations about marine environments, issues and problems justification of conclusions, decisions and recommendations about marine environments, issues and problems simple justification of conclusions or recommendations inconsistent use of evidence to support opinions coherent and clear communication using language conventions to suit audiences and purposes. clear communication using appropriate language conventions to suit audiences and purposes. communication using language conventions to suit audiences and purposes. communication inconsistent language conventions. communication language conventions which impede meaning.
Marine Science student profile Student Name: Teacher: Semester Unit Instrument number Technique Formative/ Summative Knowing & understanding Investigating & analysing Evaluating & communicating 1 Understanding marine ecosystems 1 Examination Short response test F Investigating the importance of our foreshores 2 Extended response Extended research response F 2 3 Examination Extended response test F Determining the health of local waterways 4 Extended response Extended marine investigation F MONITORING Interim Level of Achievement 3 Global impacts on marine environments 5 Examination Short response test S 6 Extended response Extended research response S Protecting marine resources — Law of the sea 7 Examination Extended response test S 4 Protecting marine resources — Local individual study 8 Extended response Extended marine investigation S VERIFICATION Interim Level of Achievement 4 Sustainable marine management 9 Extended response Extended research response S EXIT Exit Level of Achievement
Course organisation and assessment plan Semester Unit number Unit Areas of study Key concepts / elaborations Instrument number Dimensions Assessment conditions MB OC CS MS 1 2 3 1 2 3 1 2 3 1 2 3 1 1 F 2 F 2 3 F 4 F 5 F 3 6 S 7 S 8 S 9 S Verification 10 S
For Authority subjects Mathematics A 2008 The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program. Assessment instruments required in Year 12 (including objectives and dimensions assessed) Conditions required by the syllabus, e.g. word length, time, genre School assessment instruments (including objectives and dimensions assessed) Conditions in school work program Variations Refer to syllabus verification and post-verification requirements Refer to the syllabus assessment section Refer to the school’s approved work program Refer to the school’s approved work program How does the school’s assessment program differ from syllabus requirements? Verification requirements A minimum of four instruments with at least one being an extended problem-solving task, report or similar, demonstrating a range of techniques including: extended modelling and problem-solving tasks reports supervised Syllabus, p. 35 School assessment program
Standard A Standard B Standard C Standard D Standard E Criterion The student has had the opportunity to demonstrate: Knowledge and procedures accurate use of rules and formulas in simple through to complex situations accurate use of rules and formulas in simple situations or use of rules and formulas in complex situations use of rules and formulas in simple routine situations use of given rules and formulas in simple rehearsed situations attempted use of given rules and formulas in simple rehearsed situations 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 application of simple through to complex sequences of mathematical procedures in routine and non-routine situations application of simple sequences of mathematical procedures in non-routine situations or complex sequences in routine situations application of simple sequences of mathematical procedures in routine situations application of simple mathematical procedures in simple rehearsed situations attempted use of simple mathematical procedures in simple rehearsed situations 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 appropriate selection and accurate use of technology appropriate selection and accurate use of technology selection and use of technology use of technology attempted use of technology 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3 4 5 6
Extended modelling and problem-solving task Aspects of each criterion should be evident: Knowledge and procedures (KAP) Modelling and problem solving (MAPS) Communication and justification (CAJ). Response to a mathematical task that may require students to: analyse information and data from a variety of sources process information to identify assumptions and parameters interpret and synthesise data explain relationships to develop and support mathematical arguments reflect on and evaluate data collected, propositions, results and conclusions communicate ideas. Syllabus, p. 30 Report Aspects of each criterion should be evident: Knowledge and procedures (KAP) Modelling and problem solving (MAPS) Communication and justification (CAJ). An extended response to a practical or investigative task such as: an experiment a mathematical investigation a field study a project. The report includes an introduction, analysis of results and data, conclusions drawn, justification, and when necessary, appendixes, a
For Authority subjects Mathematics C 2008 The purpose of this audit tool is to enable schools to compare the requirements of their assessment program with the minimum assessment requirements of the syllabus, and to subsequently consider possible amendments to their school work program. Assessment instruments required in Year 12 (including objectives and dimensions assessed) Conditions required by the syllabus, e.g. word length, time, genre School assessment instruments (including objectives and dimensions assessed) Conditions in school work program Variations Refer to syllabus verification and post-verification requirements Refer to the syllabus assessment section Refer to the school’s approved work program Refer to the school’s approved work program How does the school’s assessment program differ from syllabus requirements? Verification requirements A minimum of four instruments with at least one being an extended problem-solving task, report or similar, demonstrating a range of techniques including: extended modelling and problem-solving tasks reports supervised tests. Syllabus, p. 39 School assessment program
Extended modelling and problem-solving task Aspects of each criterion should be evident: Knowledge and procedures (KAP) Modelling and problem solving (MAPS) Communication and justification (CAJ). Response to a mathematical task that may require students to: analyse information and data from a variety of sources process information to identify assumptions and parameters interpret and synthesise data explain relationships to develop and support mathematical arguments reflect on and evaluate data collected, propositions, results and conclusions communicate ideas. Syllabus, p. 35 Report Aspects of each criterion should be evident: Knowledge and procedures (KAP) Modelling and problem solving (MAPS) Communication and justification (CAJ). An extended response to a practical or investigative task such as: an experiment a mathematical investigation a field study a project. The report includes an introduction, analysis of results and data, conclusions drawn, justification, and when necessary, appendixes, a
Modelling and problem solving Standard A Standard B Standard C Standard D Standard E The student work has the following characteristics: use of problem-solving strategies to interpret, clarify and analyse problems to develop responses from routine simple tasks through to non-routine complex tasks in life-related and abstract situations The student work has the following characteristics: use of problem-solving strategies to interpret, clarify and analyse problems to develop responses to routine and non-routine simple tasks through to routine complex tasks in or abstract situations The student work has the following characteristics: use of problem-solving strategies to interpret, clarify and develop responses to routine, simple problems in life-related or abstract situations The student work has the following characteristics: evidence of simple strategies in the context of problems The student work has the following characteristic: evidence of simple mathematical procedures identification of assumptions and associated effects, parameters and/or variables identification of assumptions, parameters and/or variables use of data to synthesise mathematical models and generation of data from mathematical models in simple through to complex situations use of data to synthesise mathematical models in simple situations and generation of data from mathematical models in simple through to complex situations use of mathematical models to represent routine, simple situations and generate data use of simple mathematical models to generate data investigation and evaluation of the validity of mathematical arguments including the analysis of results in the context of problems, the strengths and limitations of models, both given and developed interpretation of results in the context of simple through to complex problems and mathematical models interpretation of results in the context of routine, simple problems refinement of mathematical models
provided high-quality advice to the review panel about work programs provided high-quality advice to the review about standards kept to moderation timelines attended review panel meetings regularly and punctually respected the confidential nature of review panel discussions and decisions. Credentials remain current for the period of syllabus implementation unless it becomes clear that a review panellist is not able to maintain or sustain the conditions of the credential. Credentials may be withdrawn after a process of review and consultation. Professional development of review panels The QCAA provides training for review panels to enable panellists to provide quality advice about work programs, monitoring and verification. The support provided to review panels varies according to the stage of syllabus implementation. Panel support may take various forms including meetings, media products and on-line support. Relevant resources Moderation policy: Using standards to make judgments about student achievement Moderation protocols: Consultation and negotiation Form R3 Advice Form R6 Advice State review panel chairs and members visiting district review panels at monitoring or verification State review panel report Using evidence to make judgments about student achievement Moderation procedures: Verification and exit procedures for review panel chairs’ school submissions Moderation strategies: Atypical sample folios Form R3 Advice Form R6 Advice. Making judgments student achievement Using the Form R7 . Other relevant documents This handbook should be read in conjunction with the following QCAA publications:
Assessment categories Category 1 — Extended written response to historical evidence Criteria assessed: Forming historical knowledge through critical inquiry Communicating historical knowledge. Instruments must allow students to produce a response that is mainly developed from the sources provided. Conditions: essay under test conditions unseen question no notes allowed 1.5–2 hours recommended some sources seen, some unseen or all sources unseen types, relevance and reliability of sources varied contestable sources requiring evaluation of perspectives 600–800 Syllabus, p. 49 Category 2 — Written research tasks Criteria assessed: Planning and using a historical research process Forming historical knowledge through critical inquiry Communicating historical knowledge. Instruments must allow students to produce a response that is either: written assignment — analytical essay in which a hypothesis is tested or research question answered or other form of presentation in which the results of the research are presented in a written genre.
Save this template to your school network or computer and alter it for your own assessment design or copy the below information into your school-based assessment instrument template. Delete the information that is not relevant to your assessment, e.g. if the task is for Year 11, delete the Year 12 conditions. Information is provided in tables so to delete, highlight the row you wish to remove, right click, and select Delete Rows. Replace the red text with your school- and task-specific information. Ensure all information has been completed, i.e. no red text remains. Delete this instructional text. Insert school-specific information, e.g. school name, logo Music Musicology — Extended response (written/spoken/multimodal) Context Insert context Task Insert task (or unsupervised task) and/or seen or unseen questions and stimulus materials (also refers to ‘studied or not previously studied’, or not previously heard’) Supporting documentation Supporting evidence is required to substantiate decisions made on spoken and multimodal responses for monitoring, verification and exit purposes. Evidence to support spoken or multimodal responses may include: notes or annotations summary of findings journal entries or log book seminar brief or conference paper a recording of the response (as appropriate). Conditions — Extended response Year 11 written 600–800 words spoken 3–4 minutes multimodal 3–5 minutes use of seen or unseen questions and stimulus materials students may use class time and their own time to conduct research and develop a response Year 12 written 800–1200 spoken 4–5 minutes multimodal 5–7 minutes use of seen or unseen questions and stimulus materials students may use class time and their own time to conduct research and develop a response
Year 11 Unit and time allocation Unit Assessment for each dimension Composition Musicology Performance Year 11 (all formative) Don’t stop the music 28 hours Developing musicianship through understanding of music elements and concepts in repertoire from a range of styles and genres Written examination consisting of short and extended written responses: time: 1–1.5 hours short response: 50–250 words per response extended responses: 400–600 words per response. Performance within an ensemble or as a soloist: approximately 3 minutes in length. Traditions and innovations 55 Art music classics, emphasising music displaying innovation Composition from one of the genres studied, incorporating specific techniques associated with that style: minimum of 16 bars or approximately 30 seconds in length. Performance: approximately 3 minutes in length. ostinatos and loops 27 hours The concept of repeated patterns in music, from ground bass to loops Composition or arrangement on an original or existing riff: minimum of 16 bars or approximately 30 seconds in length. Extended response: Evaluate the impact and effect of repeated patterns within the genre/style chosen: written: 600–1000 words spoken: 3–4 minutes multimodal: 3–5 minutes.
Year 12 Unit and time allocation Unit Assessment for each dimension Composition Musicology Performance Year 12 (all summative) Film music 41 hours Film music techniques, styles conventions and examples Compose music to a pre-existing or original film scene: minimum of 32 bars or approximately 1 minute in length. Extended response: Compare/contrast the music from two or more film scenes to evaluate how effectively the pieces fulfil their stated roles in the film/s: written: 800–1200 spoken: 4–5 minutes multimodal: 5–7 minutes. Performance of music from a film: approximately 3 minutes in length. Music for entertainment 41 hours Music used for entertainment purposes Composition from one of the genres studied: minimum of 32 bars or approximately 1 minute in length. Written examination consisting of short and extended written responses: time: 1.5–2 hours short response: 50–250 words extended response: 600–800 words. Performance: approximately 3 minutes in length. Independent topic 28 hours Exploration of a student’s particular area of interest Student selection of individual assessment task in one dimension: Composition (minimum 32 bars or approximately 1 minute in length) or Musicology (extended response: written 800–1200 words) or Performance (approximately 3 minutes in length).
Music Extension 2008 Assessment instruments required in Year 12 (including objectives and dimensions assessed) Conditions required by the syllabus — e.g. word length, time, genre School assessment instruments (including objectives and dimensions assessed) Conditions in school work program Variations Refer to syllabus verification and post-verification requirements Refer to the syllabus assessment section to the school’s approved work program Refer to the school’s approved work program How does the school’s assessment program differ from syllabus requirements? Verification requirements assessment instruments demonstrating a range of techniques, including: one response to an Investigating task two responses to Realising tasks. Syllabus, p. 26 School assessment program Assessment categories Investigating task Must assess: Investigation of music sources. Instruments must allow students to research, explore, analyse and synthesise evidence from a range of music sources. Conditions: extended written response (1200–1500 words)
detailed and accurate deconstruction of relevant arguments into constituent parts accurate deconstruction of relevant arguments into constituent parts deconstruction of relevant arguments into constituent parts deconstruction of arguments into some constituent parts simplistic deconstruction of arguments insightful determination of significant relationships within and between ideas, arguments and theories informed determination of significant relationships within and between ideas, arguments and theories determination of relationships within and between ideas, arguments and theories determination of basic relationships within and between ideas, arguments and theories simplistic determination of basic relationships within and between ideas, arguments or theories coherent selection and logical sequencing of subject matter. effective selection and sequencing of subject matter. selection and sequencing of subject matter. varied selection and sequencing of subject matter. illogical or inappropriate selection and sequencing of subject matter. The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: coherent and thorough synthesis of ideas and information coherent synthesis of ideas and information synthesis of ideas and information superficial synthesis of ideas and information simplistic synthesis of some ideas or information insightful evaluation of philosophical theories, views and issues considered evaluation of philosophical theories, views and issues evaluation of philosophical theories, views and issues superficial evaluation of philosophical theories, views and issues simplistic evaluation of philosophical theories, views and issues sophisticated and thoroughly justified conclusions informed and well justified conclusions conclusions with justification plausible conclusions with some basic justification improbable or some simplistic conclusions sophisticated arguments that thoroughly communicate meaning and points of view. informed arguments that effectively communicate meaning and points of view. arguments that communicate meaning and points of view. superficial arguments that communicate meaning and points of view. simplistic arguments that communicate some meaning or points of view.
detailed and accurate deconstruction of relevant arguments into constituent parts accurate deconstruction of relevant arguments into constituent deconstruction of relevant arguments into constituent parts deconstruction of arguments into some constituent parts simplistic deconstruction of arguments insightful determination of significant relationships within and between ideas, arguments and theories informed determination of significant relationships within and between ideas, arguments and theories determination of relationships within and between ideas, arguments and theories determination of basic relationships within and between ideas, arguments and theories simplistic determination of basic relationships within and between ideas, arguments or theories coherent selection and logical sequencing of subject matter. effective selection and sequencing of subject matter. selection and sequencing of subject matter. varied selection and sequencing of subject matter. illogical or inappropriate selection and sequencing of subject matter. The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: The student work has the following characteristics: coherent and thorough synthesis of ideas and information coherent synthesis of ideas and information synthesis of ideas and information superficial synthesis of ideas and information simplistic synthesis of some ideas or information insightful evaluation of philosophical theories, views and issues considered evaluation of philosophical theories, views and issues evaluation of philosophical theories, views and issues superficial evaluation of philosophical theories, views and issues simplistic evaluation of philosophical theories, views and issues sophisticated and thoroughly justified conclusions informed and well justified conclusions conclusions with justification plausible conclusions with some basic justification improbable or some simplistic conclusions sophisticated arguments that thoroughly communicate meaning and points of view. informed arguments that effectively communicate meaning and points of view. arguments that communicate meaning and points of view. superficial arguments that communicate meaning and points of view. simplistic arguments that communicate some meaning or points of view.
Unit 5: School option in Critical Reasoning Overview Unit 5 enables schools to amalgamate or extend units already described in the Critical Reasoning strand. For example, having selected the compulsory unit 1, schools may choose to combine elements of the remaining units to produce the school option, possibly within a context-based or thematic approach.
Assessment categories Physical performance All dimensions will be assessed using this technique: Acquiring Applying Evaluating. Instruments must allow students to produce authentic responses: to the demands of physical activity. Conditions: continuous assessment in a variety of contexts Year 12 greater on more complex authentic contexts. Syllabus, p. 25 Supervised written assessment All dimensions will be assessed this technique: Acquiring Applying Evaluating. Forms: Written essay in response to question or a statement. Conditions: recommended time: 1.5–2 hours 600–800 words. Syllabus, p. 21 Research assessment One research assessment. One multimodal or spoken. All dimensions will be assessed using this technique: Acquiring Applying Evaluating. Research assessments are written or spoken/multimodal and could include: analytical exposition report folio. Conditions: written (1000–1500 words) spoken/multimodal (5–8 minutes).
With at least one instrument that is derived from a Year 12 contextualised unit. Extended experimental investigation () Aspects of all criteria should be evident: Knowledge and conceptual understanding (KCU) Investigative processes (IP) Evaluating and concluding (EC). Format: written, spoken or multimodal response that demonstrates aspects of each of the three criteria written: 1000–1500 words spoken: 4-5 minutes multimodal: 5-7 minutes Syllabus, p. 22 Supervised assessment (SA) May draw on one, two or three of the following criteria: Knowledge and conceptual understanding (KCU) Investigative processes (IP) Evaluating and concluding (EC) Short items: multiple-choice items or short paragraph (up to 50 words) Practical exercises: using graphs, tables, diagrams etc. Paragraph responses: explanation of greater complexity (between 50 and 150 words) Response to seen and unseen stimulus material: extended pieces of writing. Conditions: Recommended time: 1.5–2 hours Extended response: 600–800 words.
Note on Strands: CLL - Connections to Language & Literacy COD – Connections to Other Disciplines CMT – Communities Note: The North Carolina World Language Essential Standards are organized by proficiency level, rather than grade level or gradespan, to embed the multiple entry points for language learning across the K-12 spectrum. Exit proficiency expectations have been determined that show what a student is expected to be able to do with the language at the end of a specific program or particular class. The proficiency expectations charts are included with the program descriptions in the preamble. CLL: Connections to Language & Literacy Essential Standard Clarifying Objectives IM.CLL.1 Use the language to engage in interpersonal communication. IM.CLL.1.1 Carry out and continue conversations involving personal views on familiar topics with many details and in uncomplicated settings. IM.CLL.1.2 Use conversation skills to join and participate in a spontaneous discussion on a variety of familiar topics. IM.CLL.1.3 Use questions with some detail to exchange information in uncomplicated situations. IM.CLL.2 Understand words and concepts presented in the language. IM.CLL.2.1 Understand the main idea and many details of familiar topics in a series of connected sentences, conversations, presentations, and messages. IM.CLL.2.2 Understand the main idea and many details in that contain familiar vocabulary. IM.CLL.2.3 Summarize texts containing unfamiliar vocabulary in terms of the main idea and some details. IM.CLL.3 Use the language to present information to an audience. IM.CLL.3.1 Use a series of connected sentences in presentations to describe experiences, events, and opinions. IM.CLL.3.2 Use the language to make simple, factual presentations, narrate or act out poetry, lyrics, stories, and literature from the target culture. IM.CLL.3.3 Summarize familiar topics with many details in order to describe and/or explain. IM.CLL.4 Compare the students’ culture and the target culture. IM.CLL.4.1 Use cultural practices to analyze familiar topics, situations, and experiences. IM.CLL.4.2 Analyze media and identify idiomatic expressions that add cultural relevancy. IM.CLL.4.3 Deconstruct written and spoken for cultural attitudes, viewpoints and values. COD: Connections to Other Disciplines
1. Introduction With the safety of players, staff, volunteers and spectators in mind and privacy issues, Softball NSW (SNSW) prohibits the operation of Unmanned Aerial Vehicles (UAV), Remote Piloted Aircraft (RPA) or drones by the general public – including recreation users and hobbyists during a SNSW event without prior written authorisation from the organising body. This prohibition includes drones used for filming by the operator during a SNSW sanctioned event. The operation of drones is governed by the Civil Aviation Safety Authority (CASA), via the Civil Aviation Safety Regulations Part 101. SNSW will issue a permit for drone use by qualified and experienced operators based on two cases: .1 proof of relevant CASA UAV certification, Unmanned Operators Certificate and appropriate insurance coverage, and indemnification requirements with particular use for approved promotional opportunities. .2 (a) proof of membership to Model Aeronautical Association of Australia (MAAA) or presentation of Certificate of Currency for insurance for personal, non-commercial use. (b) proof of CASA Aviation Reference Number (ARN) and correct lodgement of notification for commercial operation of a drone under 2kgs for the area in question and presentation of Certificate of Currency for public liability insurance for commercial use. Users of UAV/RPA/Drones are responsible for acting within the parameters of the governing legislation and nothing in this policy is designed to replace or be complete representation of the regulations set by CASA. SNSW will determine specific “safe fly within SNSW operated premises to ensure no interference with play and safety of players. Operators will be informed at the time of application of the approved areas. Note: Blacktown International Sportspark (BISP) is located near a hospital and as such is under specific flight regulations. Those regulations include the grounding of any drone if manned aircraft are identified as operating in the area. The operator is responsible for clearing the airspace before taking off and during flight to ensure this specific requirement is met at all times. 2. Definition 2.1 Commercial Use of Drones CASA defines the commercial use of a drone as any activity undertaken that is deemed a business or income generating operation.