Written+Information

Year Level: 3 (3 and 4) Subject: English Topic: Charity Drive Assessment Piece: Informative Writing Task Theorist: Revised Blooms

Assessment Learning and Teaching Assignment Two- Group Task The students are to complete a writing assessment based around a unit of work that focuses on peoples needs and wants. The students will be involved in developing a school charity drive as part of this unit and the task will be to construct a persuasive writing piece that encourages the reader to donate to the charity drive. The assessment task requires students to use persuasive language, factual information and details of the event to convince a set target audience. This task has been developed to assess the students’ knowledge of writing conventions and specific text types as required in the Victorian Essential Learning Standards (VELS) English curriculum. Student outcomes will allow for the demonstration of the required skills and knowledge, with criteria ranging from a fundamental understanding and recall of basic language conventions, through to complex creations that involve conscious assessment of the impact of language choice on a target audience. The assessment task links with into the VELS formal curriculum under the discipline based subject of English, with a focus on the writing standards for Level 3. Progression point 2.75 gives us an example of the relevancy of the task. Students create a //“composition of texts for different purposes; for example, to narrate, inform, describe, present a point of view or explain”.// The resultant assessment data will be used to evaluate the abilities of individual students, and groups of students, to further inform classroom teaching and learning. Assessment criteria will take into consideration the varying levels of ability of the students through a range of criteria that covers simple spelling and grammar through to exploratory language use and conceptual understanding of the impact of language. The assessment criteria has been developed in conjunction with the Revised Blooms Model in order to cater for higher order thinking and to identify individual students zones of proximal development. This model was used to structure the assessment criteria on a hierarchical scale with most criteria devoted to knowledge of language conventions. This will allow the students the opportunity to successfully demonstrate a progressive knowledge of the subject, whilst allowing creative outcomes to be practically assessed. The task initially calls for students to demonstrate their capacity to compose and construct a cohesively written piece, and allows for the demonstration of higher order thinking through the use of complex language conventions and analysis of its impact. The following Revised Blooms bands or levels have been developed in accordance to these criteria: remembering and understanding (Level 1), analysis (Level 2), application (Level 3) evaluation and creation (Level 4).