Professional Documents
Culture Documents
graphic organizer or model, question womens rights today and justify whether they
believe they are equal or not, make subtle distinctions between historical terms and
evaluate prejudice views such as sexual discrimination.
This information report is authentic as it relates to knowledge and understandings of
womens rights and roles in the real world context. It is also defined as a standardsbased assessment because it uses criterion-referencing to base a students
performance in relation to the expected curriculum at their current year level (Brady &
Kennedy, 2012).
Procedural Knowledge
(specific for this unit & context)
PK 1 - Research information based on
inquiry questions using a variety of
valid sources.
PK 2- Identify both present and past
perspectives of the suffragette
movement and womens rights.
PK 3 - Write a projective investigation
report, following the format correctly.
PK 4 - Use DoL 4 Investigation
graphic organizer to plan report.
PK 5 - Develop historical inquiry
questions to inform research.
Declarative Knowledge
(specific for this unit & context)
DK 1 - Suffragette movements purpose, what
they achieved and how it affected womens
rights in Australia.
DK 2 - Process of investigation and how to
use the graphic organizer.
DK 3 - Difference between valid an invalid
sources.
DK 4 - The format of a historical information
report
DK 5 - Womens rights in the past and the
present and the stepping stones that led to
womens rights today.
DK 6 - How to write historical inquiry
questions.
Student Name:
Criteria
Content
Knowledge and
understanding of
Suffragette movement and
how it affected the status
and rights of women in
Australia evident in
Information Report.
Knowledge and
understanding of past and
present perspectives on
womens rights.
Process
Use of DoL 4 process of
Investigation in the
Information Report and
graphic organizer used
correctly to draft and plan
the assessment piece.
Rating:
Suffragette movement
explained including its
purpose, intent, date of
creation and first members. All
of the suffragette movements
achievements explained with
factual research to back up
claims. Makes links between
status and rights of women in
Australia to the suffragette
movement with factual
research. Links to how the
suffragette movement has
helped womens rights in at
least three other country
outside of Australia.
Suffragette movement
explained including its
purpose, intent, date of
creation and first members. At
least four of the suffragette
movements achievements
explained with factual
research to back up claims.
Makes links between status
and rights of women in
Australia to the suffragette
movement with factual
research. Links to how the
suffragette movement has
helped womens rights in at
least one other country
outside of Australia.
Suffragette movement
explained including its
purpose, intent, date of
creation and first members. At
least three of the suffragette
movements achievements
explained with some research
to back up claims. Makes links
between status and rights of
women in Australia to the
suffragette movement with
some factual research.
No evidence of knowledge
and understanding of the
change in womens rights from
the past to now. No mention of
how womens rights would be
without the suffragette
movement in Australia.
Communication
Compose Information
Report with proper format
based on structure of a
projective investigation
based on DoL 4 graphic
organizer.
Resolution to report
answers the hypothetical
question and justifies how
womens rights can be
improved today.
Comments:
Assessment Justification
Intellectual Quality
The summative task demonstrates intellectual quality as students are asked to
demonstrate their thinking and understanding of the topic in the aspect of a
recommendation which is the higher end of the blooms scale of applying, analyzing and
evaluating what they know to formulate an opinion backed up by evidence (Bloom, 1956).
As the task is an information report, there are opportunities for students to draw in sufficient
depth and breadth upon the targeted historical knowledge and understanding regarding
Australia as a nation through researching, collating information and summarizing it into the
report (Education Queensland, 2004).
The task promotes higher order thinking through the scaffolding of the DoL 4 process of
investigating which goes beyond mere recall of information and allows for a range of
responses in the final part of the task where they give a recommendation (Lynch & Knight,
2010). Students are required to think beyond themselves to Australia as a nation and how
equal rights affect us all, rather than just themselves and for the extended students this
means looking even deeper, on a global scale.
Authenticity
The projective investigation is an authentic task because it allows students to see the world
as it is and make projective guesses as to what wouldve happened if the suffragettes never
occurred. This gets students to go beyond simple recall of information and make informed
conclusions based partially upon their opinions with some evidence to back them up (Lynch
& Knight, 2010).
This is done all the time in real life by historians and researchers. It is not uncommon to
look at and analyze the past in order to better predict the future and the kind of drive that is
needed to push society forward. The students do this in their recommendation by making a
conclusion about what society can do to improve womens rights.
Credibility
The task will generate knowledge and understanding, as well as proof of using the process
of projective investigation through the DoL 4 graphic organizer and communication of the
report through proper formatting and an effective resolution (Knight & Lynch, 2010). Based
upon their criterion results, the reporting framework will derive comments from each of the
sections of content, process and communication to give an overarching idea of what the
students academic capabilities are in this unit while giving small inclinations on how to
make improvements (Lynch & Knight, 2010).
Extended learners will be granted their opportunity to engage in refining their thinking by
looking at the task from a global point of view rather than simply Australia and support
learners will be guided through the task step by step. They may demonstrate their
understanding through notes rather than full sentences.
Accessibility
The task sheet is grade six friendly and steps out the task one step at a time so that the
students understand what is required in full and are able to complete it in chunks so that it
does not appear so daunting (Lynch & Knight, 2010). Support students will need task
modifications which will entail them demonstrating what they know in notes derived from
their research but will not be required to write them into full sentences and as long as they
follow a formal written format.
The task is manageable for students if they complete it as it comes, week by week. The
task really starts in week 7 which gives them three weeks to put together their report, with
each week breaking down a different part of the summative task. The layout of the task
sheet is user friendly with pictures over it and the key messages demonstrated on it that
students take away are that it is an information report and it follows a projective
investigative process which they must follow using the DoL 4 graphic organizer.
Phase 1 - Tune In
Phase 2 - Explore
Phase 3 - Look
Phase 4 - Sort
Phase 5 - Test
Minus
Interesting
Reporting framework
Students Name:
Effort
Comments
Achievement
Learning Area
History
B
Overall Comments: Great effort on your information report! Your hard work is appreciated.
Signature:
Reference List
Australian Curriculum Studies Association (1994). Curriculum Perspectives - ASCA
Principles of Student Assessment: An ACSA Policy Statement. 14 (2), pp. 38-9.
Bloom, B.S. (1956). Taxonomy of Educational Objectives, the classification of educational
goals Handbook I: Cognitive Domain. New York: McKay.
Brady, L. & Kennedy, K. (2012). Assessment & reporting: Celebrating student achievement
(4th ed). Frenchs Forest, NSW, Australia: Pearson Australia.
Education Queensland (2004). Growing An Assessment Culture. Retrieved from
<http://www.education.qld.gov.au/accessedID%2020030418_02%20PIP%2004004C>
Lynch, D., & Knight, B. A. (2010). The Theory and Practice of Learning Management.
Frenchs Forest, NSW: Pearson Originals.
Marzano, R. J., & Pickering, D. J., with Arredondo, D. E., Blackburn, G. J., Brandt, R. S.,
Moffett, C. A., Paynter, D. E., Pollock, J. E., & Whisler, J. (1997). Dimensions of
learning: Teacher's manual
(2nd). Alexandria, USA: ASCD Publications.
Wiggins, G. (1996). Teaching for Authentic Student Performance. Retrieved from <
http://www.ascd.org/publications/educationalleadership/dec96/vol54/num04/Practicing-What-We-Preach-in-Designing-AuthenticAssessments.aspx>