Evidence Document Unit Assessment

Synopsis of the Evidence
The evidence document provided is from a unit overview that I have developed for a
combined history and English unit for a Year Six class. The focus is on World War One with
key inquiry into the contributions that of groups and individuals have made to the
development of Australia and developing empathy for those involved. The document
describes the assessment and the evidence of learning within the unit.
Assessment
Make judgments
Describe the assessment Assessment date Content descriptors being assessed:
(ACELA1525
(ACELT1613)
(ACHHS117)
(ACHHS119)
(ACHHS120)
(ACELY1714)
(ACELT1613)
(ACHHK116)

Teachers gather evidence to make judgements
about the following characteristics of student work:
Receptive modes
Identification of different text structures
and their different purposes and effects.
Use of language features and vocabulary to
represent ideas and events.
Comparison of information in different
texts.
Participation in listening to discussions,
clarifying content and challenging ideas.

Productive modes
Use of language features for emphasis in
writing.
Creating detailed texts which focus on key
ideas for a range of purposes and
audiences.
Contribution to class and group
Evidence of Learning
Formative
o Observations -
Throughout the unit the teacher will observe all students during the progress of activities
and set work. The purpose of the observations is to check student understanding of the
content for that particular lesson and to provide verbal feedback or assistance with the
concept. Notes on lesson improvements or any further learning that needs to be re-
examined in future lessons so that students have a clear understanding of the content
and are prepared for the assessment.
o Work Samples
The students completed or progressing work is collected at the end of each lesson to see
how students are progressing and as to whether they are grasping the concept that has
been taught that lesson or over the consecutive lessons. The teacher can make
judgements as to whether particular elements of learning need to be revisited.
o Oral discussions and Questioning
During lessons the teacher can question students to gain insight into what the students
know and to engage them in higher order thinking. Class discussions will also be held
before and after particular lessons to discuss ideas about the learning. This is also to see
what the students know and where the learning should proceed to.
o Self and Peer Assessment
The self-assessment is a template where students answer the following questions about
the task:
How did I feel about the task?
What did I enjoy about the task? What do I think I did well? Why?
What do I think I could improve on? How could I do this?
The peer-assessment is also a template where the peer comments on the other students
work in relation to:
What did they do well? Why?

Collected
throughout the unit
during lessons

Collected
throughout the unit
after lessons

Collected
throughout the unit
during lessons

Collected with
assignment 1, 2 and
3

Comment [RS1]: Sub-standard 5.1
Understanding of the different approaches
of assessment.
Evidence of strategy for formative
assessment to obtain data for student
learning.
Demonstrating the purpose of assessment
to evaluate students learning and inform of
needs for modifications on teaching
practice.
learning.
learning.
learning.
Assessment
Make judgments
What needs improvement? How could they do this?
These assessment sheets are done as feedback for particular assignments and are done
to get students to evaluate their own and others work, as well as, to gain insight to what
the students are thinking about in regards to their learning and understanding, which can
assist in future planning.
Summative
o Assignment 1 -
Students in pairs will develop a timeline poster from 1914 to 1928 listing key dates within
this period paying particular focus on the events of WWI. The purpose of this task is to
assess students knowledge and understanding of timelines and to make sure students
are meeting the standard.
Format: Timeline drawn up on a poster with relevant information
Length: A3 sized poster
Scope: Students will need to know the structure of a timeline. It is expected that
all key dates of the First World War are included on the timeline
Resources required: Tick & flick assessment criteria sheet, and internet to search
sources of information
Catering for different needs: Students who have difficulty with handwriting due
to impairment, can use a computer word program to write up their timeline and
relevant information. Students can assist each other when working in pairs.
Feedback: Teacher provides collective written feedback for the pair after
collection, making clear what the students have done well at and what they can
do to improve. Students can self-assess their work before handing it in.
Assignment 3 -
Students will create a persuasive letter to the editor of a 1918 newspaper to persuade
the readers to acknowledge the Aboriginal soldiers who fought and died in the war. The
purpose of this task is to assess the students overall understanding of the unit and
conclude the unit.
Format: Persuasive letter

End of lesson 5

End of lesson 15
discussions.
Demonstration of considered vocabulary
choice and editing their own and others
work.

Understanding
Recognition of contributions of individuals
to Australian society.
Descriptions of the experiences of
individuals and groups

Skills
Sequencing of events in chronological
order and identifying key dates.
Development of questions about the past.
Communication using historical terms.
Location of relevant sources to answer
inquiry questions.

For further advice and guidelines on constructing
guides to making judgements refer to the Learning
area standard descriptors:
www.qsa.qld.edu.au

Comment [RS7]: Sub-standard 5.2 and
5.4
Understanding that feedback is given in
response to students assignments to
discuss their learning strengths and
weaknesses. This data is also interpreted to
evaluate the students learning and inform
modification of teaching practice.
Evidence of using a strategy to also
evaluate the teaching program.
Understanding of the different approaches
of assessment.
Demonstrating the purpose of summative
assessment to grade students learning
against the standards.
Students with diverse learning needs are
catered for in the assessment tasks.
Showing the need for feedback to inform
the student of their learning strengths and
weaknesses.
The history of Indigenous peoples is
respected through the development of
understanding and knowledge of their
experiences in war.
Demonstrating the purpose of summative
assessment to grade students learning
against the standards.
Assessment
Make judgments
Length: 1 page approx. 200 words
Scope: Students will need to understand the life that soldiers experienced on the
Western Front and understand that Aboriginal soldiers experiences were the
same yet they were not acknowledged for their contribution. Understand the
structure of a letter and persuasive text, as well as, how to use appropriate
persuasive and descriptive language features. It is expected that students will
draw what they have learnt from assessment 2 to use in this assignment and
apply it to the new knowledge and purpose.
Resources required: Rubric and computer word program to publish
Catering for different needs: Students can present orally or have a Teacher Aide
scribe if they have difficulty expressing their understanding through written
language, as a special consideration.
Feedback: Teacher provides written feedback after collection, making clear what
the student has done well at and what they can do to improve. Peer-assessments
are done in pairs to evaluate their peers work this done before publishing and
after.

Risk Assessment Strategies
Cyber smart action plan - ICT is used frequently for research so there is a poster up on
the wall from cyber smart that informs students how to deal with offensive/unwanted
content responsibly.
Classroom rules - students know what is expected of them in the classroom. Teacher
monitoring of student behaviour to make sure they are doing the right thing, reminding
students of the safety rules often ensures that students will remember and act
accordingly.

The history of Indigenous peoples is
respected through the development of
understanding and knowledge of their
experiences in war.
Students with diverse learning needs are
catered for in the assessment tasks.
Showing the need for feedback to inform
the student of their learning strengths and
weaknesses.
The use of cyber safety strategies to
support the safe and responsible use of
ICT.
Strategies to support a safe environment in
the classroom and support student
wellbeing.

Evidence Document Unit Assessment

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Synopsis of the Evidence

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