| Activity |
Process and Purpose of Assessment |
| Thinking Skills |
| Questioning |
Teachers use questioning strategies to monitor student progress, probe for understanding, and engage students in higher-order thinking. Teachers use the questioning strategy during group, individual work time and conferences. Teachers also return to Curriculum-Framing Questions throughout the project to analyse student understanding. It is important to use the questioning strategy at all stages of assessment before, middle and end. |
| Group Plan |
Students synthesise their new learning in small groups and collaborate their understanding on culture. The teacher reviews the plan to assess the students progress and prepares feedback, clarify misunderstandings, or provide additional lessons/information if necessary. Students review and discuss what they know about culture at the end of the investigation. |
| Anecdotal |
Notes In this informal assessment, notes from observations of students problem solving, risk taking and interactions with individuals and groups will be recorded. |
Digital and written student folios
Profile of the Australian culture
- Profile of the Australian culture
- My personal profile
- Profile of the Japanese Culture
- Profile of a Japanese exchange student
- Profile different tourist attractions.
- Profile different tourist destinations.
- Create a local and national itinerary.
- Write a persuasive justification.
|
Students will record the evolution of their learning using both written and multimedia to record and reflect on their learning. The teacher reviews the folios during conferences to provide feedback, clarify misunderstandings and provide additional information if necessary. Teacher reviews the folio at the end of the unit to ascertain the progress of the student, how the student contributed towards the project and the learning that occurred. The folio will demonstrate critical thinking, problem solving and decision making in order to complete the folio. |
| Y chart |
After the completion of student centered activities and gathering of information. The teacher scaffolds and assesses how the students have analysed the information they have gathered through the implementation of the Venn diagram. Allowing other students to clarify their thinking at this point. The Venn diagram will assess the student’s critical thinking skills. For gifted and talented students they can complete individual Venn diagrams. |
| Venn Diagram |
The teacher uses this strategy for informal assessment. Notes from observations of students problem solving, risk taking and interactions with individuals, groups and class discussions are recorded. Conferencing and plant journal notes are also recorded through this process. |
| Processes |
KWL
- Australian culture
- Japanese culture
- Tourist attractions
- Tourist destinations
|
Students complete what I know and what I want to find out about at the beginning of each segment and place in the student folio. At the end of the unit students reflect and complete the column what I have learnt. Students complete the KWL first as an individual and then discussed as a whole group. Students then can add items to the list in different colours from other student’s ideas. |
| Collaborative/Teamwork assessment |
Students assess how well they worked as a group and the teacher will use this to also assess the group process. |
| Peer review |
Students review each others work to determine if they would like to visit the place after reviewing the travel itinerary and multimedia presentation of the place they are to visit and write a persuasive justification stating why they would travel to that place in their student folio. |
| Student checklist/calendar |
The student checklist will help students to keep track of their progress and kept in the front of the student’s folio accompanied with a calendar so as the students can plan the amount of time they are going to spend on each section. |
| Conferences |
The teacher schedules individual conferences to assess the students’ understanding of the unit of work, review the folio and student checklist and the progress of their work and allow for feedback, clarifying misunderstandings, or providing additional information if necessary. Checklist of the student’s progress will be recorded and other additional comments on their learning. |
| T Chart |
When researching students compile a T Chart to record the facts and opinions about popular images of youth activities through Australian or Japanese sports and music. This is then used as a scaffold for the Venn diagram. |
| Products and Performance Tasks |
| Reflection – Microsoft PowerPoint* Presentation – Personal profile |
Develop a presentation that reflects the Australian culture through a personal profile. This will be used as a reflection tool when students are compiling their Japanese exchange student profiles. The rubric will be available for the students to self assess their progress. |
| Rubric – Microsoft PowerPoint* Presentation – Japanese culture |
Develop a presentation that depicts the Japanese culture that shows understanding of the culture and how this would impact on the people who live there. This will be used during the Venn diagram to highlight the similarities and differences of the two cultures. The rubric will be available for the students to self assess their progress with the final assessment being done by the teacher. |
| Rubric – Microsoft PowerPoint* Presentation – Japanese culture |
Develop a presentation that depicts the Japanese culture that shows understanding of the culture and how this would impact on the people who live there. This will be used during the Venn diagram to highlight the similarities and differences of the two cultures. The rubric will be available for the students to self assess their progress with the final assessment being done by the teacher. |
| Rubric – Microsoft PowerPoint* Presentation – Japanese culture |
Develop a presentation that depicts the Japanese culture that shows understanding of the culture and how this would impact on the people who live there. This will be used during the Venn diagram to highlight the similarities and differences of the two cultures.
The rubric will be available for the students to self assess their progress with the final assessment being done by the teacher. |
| Rubric – Microsoft PowerPoint* Presentation – Japanese exchange student |
Develop a presentation that depicts the interests and lives of a Japanese Exchange student and to be used as a reflection tool when identifying similarities and differences of the two cultures.
The rubric will be available for the students to self assess their progress with the final assessment being done by the teacher. |
| Rubric – Microsoft PowerPoint* Tourist attraction brochure |
Students will create a brochure promoting a tourist attraction to give to their exchange student or to use in the travel expo.
The rubric will be available for the students to self assess their progress with the final assessment being done by the teacher. |
| Rubric – Microsoft PowerPoint* Presentation – Tourist destination |
Students create an invitation. The formal layout of an invitation is collaboratively discussed and students individually demonstrate their skill and ability to creatively plan and produce invitations for administration, parents and community partners.
The rubric will be available for the students to self assess their progress with the final assessment being done by the teacher. |
| Rubric – Microsoft Publisher* – Postcard – tourist attraction or tourist destination |
Students will create a postcard of a popular tourist destination or attraction to showcase their destination or attraction and to send to a friend explaining about their tourist destination or attraction.
The rubric will be available for the students to self assess their progress with the final assessment being done by the teacher. |
Rubric – Website using Microsoft Publisher*
- Tourist destinations.
- Local itinerary
- National itinerary
|
Students will create a website that outlines a local and national itinerary if travelling from Japan to Australia.
The rubric will be available for the students to self assess their progress with the final assessment being done by the teacher. |