Task design - Assessment backwards planning

Read over the week 4 materials on Authentic Assessment. It may also be useful to re-read the week 3
materials too!
In these activities you will need to find the link to your state or territory curriculum documents
and/or the National Curriculum (a quick web search).
Choose a year level that interests you for example you might choose Year 2 or Year 11.
You will also need to choose a discipline such as English, SOSE, History etc.
Choose an outcome or several outcomes (integrated curriculum or cross curricular matches). Note it
might be useful just to start with one outcome first then have another go if you want to integrate - but
it is just a suggestion.
Now consider an assessment task that you think would demonstrate this outcome. You don't need to
go into full design mode, although it may be useful, but a quick 5 to 10 dot point idea would be
suffice.
Share your ideas on the discussion link. Here you can create your own thread.

Year level-Year 2
Discipline-English
According to ACARA, students at a Year 2 level, are able to create texts, drawing on their own
experiences, their imagination and information they have learned through productive modes (writing
and creating)(2014). An intensive unit of work involving factual and fictional texts; rhymes and
poems, and why people write, will conclude with students writing a fiction text that is based on a
topic of their individual choice/interest.This will attempt to meet one of the requirements for
assessment based on construct validity that demonstrates its appropriateness towards the units
purposes, and is a reflection of the information students have learnt throughout the unit (Brady and
Kennedy, 2012, p. 32). This assessment for learning is also content based, as elements are linked to
specific curriculum objectives (Brady and Kennedy, 2012, p. 32).
Criteria for studentswritten stories that demonstrate student understanding of parts of a fiction must
include:

Characters
Plot
Genre
Illustrations that match written information
Beginning, middle and ending
Story content must contain a minimum of 3 characters, and a maximum of 6
characters.

Assessment of students work will be in accordance with the SACSA Curriculum, Outcome 1.8,
(Experiments with aspects of language when planning and composing a range of texts about familiar
experience), which requires students to ensure sentences are punctuated correctly. As part of this
outcome, students will need to ensure that each of the following criteria is included in their stories at
least once:

question marks
Exclamation marks
Commas
Apostrophes for contractions
Quotation marks

Assessment of students work will also include outcomes according to ACARA (2014).
Specifics of individual student assessment will incorporate:

Create short imaginative, informative and persuasive texts using growing knowledge of text
structures and language features (ACELY1671)
Write legibly and with growing fluency using unjoined upper case and lower case letters
(ACELY1673)
Recognise that capital letters signal proper nouns and commas are used to separate items in
lists (ACELA1465)

ACARA see Australian Curriculum, Assessment and Reporting Authority

Australian Curriculum, Assessment and Reporting Authority. (2014). Australian Curriculum: Year 2:
English. Retrieved from http://www.australiancurriculum.edu.au/Year2?a=E&layout=1
Brady, L., & Kennedy, K. (2012).Assessment and reporting: celebrating student achievement.
(4thed.). NSW: Pearson Australia.
SACSA see South Australian Curriculum Standards and Accountability Framework
South Australian Curriculum Standards and Accountability Framework. (2004). R-10 English:
Teaching Resource. Retrieved from http://www.sacsa.sa.edu.au/ATT/%7BF51C47E3-B6F34765-83C3-0E27FF5DD952%7D/R-10_English.pdf