assessment

= Assessment=

pre- assessment - bubbl.us concept map was created to see what the students knew already about people and cultures. Some examples:



Assessment Brainstorming (Tuning in): __ICT__ for visualising thinking At Level 3, students use ICT tools to list ideas, order them into logical sequences, and identify relationships between them. Students retrieve their saved visualising thinking strategies and edit them for use in new, but similar situations. They explain how these strategies can be used for different problems or situations.
 * concept map**

__Civics and citizenship__ civic knowledge and understanding students demonstrate understanding of the contribution of people from the many culturally diverse groups that make up the Australian community. They describe symbols and emblems of national life in Australia and identify values related to symbols and national celebrations and commemorations.

Assessment Exploration (finding out):
 * Value shield**



Students needed to create their own value shield. This was after we discussed what values were, defined the values the students gave, added some more they didn't suggest. They then needed to get into their own groups and collaboratively decide what 6 values they could agree on to put onto the shield.

__Interpersonal__ Working in teams students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task.

__Civics and citizenship__ civic knowledge and understanding They describe symbols and emblems of national life in Australia and identify values related to symbols and national celebrations and commemorations.

__Thinking__ Reasoning, processing and inquiry students collect information from a range of sources to answer their own and others’ questions. They question the validity of sources when appropriate. They apply thinking strategies to organise information and concepts in a variety of contexts, including problem solving activities. They provide reasons for their conclusions.

The students needed to identify their thoughts on statements. They needed to explain why they thought what they did. __Thinking__ Reflection, evaluation and metacognition At Level 3, students identify strategies they use to organise their ideas, and use appropriate language to explain their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking.
 * Stereotypes - lay it on the line**

Reasoning, processing and inquiry They provide reasons for their conclusions.

Assessment Discoveries (sorting out)
 * Culture researc**h

The students needed to choose a culture within the classroom, develop questions about that culture and research it using books and the internet. When completed they needed to make a group of 4 that didn't include their partner and complete a placemat comparing their facts. A rubric was developed for this and the students rated themselves.



__Thinking__ Reasoning, processing and inquiry students collect information from a range of sources to answer their own and others’ questions. They question the validity of sources when appropriate. They apply thinking strategies to organise information and concepts in a variety of contexts, including problem solving activities. They provide reasons for their conclusions.

Creativity At Level 3, students apply creative ideas in practical ways and test the possibilities of ideas they generate. They use open-ended questioning and integrate available information to explore ideas.

Reflection, evaluation and metacognition At Level 3, students identify strategies they use to organise their ideas, and use appropriate language to explain their thinking. They identify and provide reasons for their point of view, and justify changes in their thinking.

__Personal Learning__ Managing personal learning At Level 3, students set short-term, achievable goals in relation to specific tasks. They complete short tasks by planning and allocating appropriate time and resources. They undertake some multi-step, extended tasks independently. They comment on task progress and achievements.

I__nterpersonal Learning__ Building social relationships At Level 3, students demonstrate respect for others and exhibit appropriate behaviour for maintaining friendships with other people. They support each other by sharing ideas and materials, offering assistance, giving appropriate feedback and acknowledging individual differences. They work with others to reduce, avoid and resolve conflict.

Working in teams At Level 3, students cooperate with others in teams for agreed purposes, taking roles and following guidelines established within the task. They describe and evaluate their own contribution and the team’s progress towards the achievement of agreed goals.

__ICT for communicating__ They locate information on an intranet, and use a recommended search engine and limited key words to locate information from websites. They develop and apply simple criteria to evaluate the value of the located information.

__Humanities__ Humanities knowledge and understanding At Level 3, students describe key aspects of the histories of cultural groups that make up their class, community and nation.

__English__ Reading They use several strategies to locate, select and record key information from texts.

__Civics__ Civics Knowledge and Understanding students demonstrate understanding of the contribution of people from the many culturally diverse groups that make up the Australian community.