The maths activity can be from Any victorian website but needs to link to the codes!,and must have image , , my area is mathematics,can you please use victorian curriculum or Australian education curriculum You need to make sure you include curriculum links though. So for the year level you have chosen you need to go to the curriculum and see the outcomes students must achieve and use the codes to show how the activity links to the codes
You also need to create a rubric that uses the solo taxonomy stages .In relation to your area of specialisation or learning area related to the course undertaken, select a learning activity that could be used for assessment purposes.
The learning activity should be sourced from published texts or from the internet - remember to cite and reference appropriately.
The learning activity does not have to be a published assessment task. You should not design a learning activity. The aim is for you to identify from published resources an activity that would be suitable for assessment using a grading scale and for reporting purposes.
Describe the learning activity and identify how it could be used for assessment and reporting purposes.
Include images of relevant parts of the learning activity throughout the text if useful. Do not attach the learning activity in an appendix. You can post a copy of the task in Pebble Pad if you wish to keep a copy for future reference.
Make explicit the work students will produce for assessment - product or performance - for which a grading scale will be developed to determine student level of achievement.
First, identify the understanding targeted and connections to the curriculum.
Describe the understanding developed and elements of the curriculum addressed through implementation of the learning activity.
Explain why the learning activity is suitable for the purposes of assessment and reporting nominated. Use examples from the learning activity to illustrate the points made.
Explain how the task is related to parts of the curriculum for the year level targeted (e.g., Learning area rationale, strands, proficiencies, General Capabilities, and/or Cross-curriculum Priorities) and the broader educational goals.
Identify a criterion that will be used to determine student achievement of the learning outcome/content descriptor/understanding targeted.
Second, develop a grading scale to assess student achievement of the understanding targeted across five levels that are in keeping with the SOLO Taxonomy.
Develop a grading scale across five levels of achievement that aligns with the SOLO Taxonomy for the learning outcome/content descriptor/understanding targeted.
The grading scale is for one criterion only. A full multi-criterion rubric is not required.
Describe the way in which the grading scale increments and the way in which it evidences student achievement for the learning outcome/content descriptor/understanding targeted across the five levels.
Identify how the grading scale could be used to collect data about student learning.
The grading scale is included in the word count.
Third, describe the benefits and drawbacks of the assessment strategy developed in terms of reporting practices.
Identify the way in which the grading scale can be used for assessment and reporting practices.
Discuss the benefits and drawbacks (limitations) of the assessment strategy developed.
Throughout, use the literature on assessment to justify the assessment strategy developed.
Use the literature on assessment and reporting to describe, discuss, evaluate, and critique the assessment strategy developed.
As you do do, draw on the topics covered in the subject:
The curriculum and educational goals
Constructive alignment
Principles and purposes of assessment
Assessment strategies - diagnostic, formative, summative
Grading student work
Using assessment data
Principles and purposes of reporting
Purposes of feedback
As well as the literature provided in the subject, source additional literature on assessment for your area of specialisation or learning area targeted.
Format of Assessment Task 2
AT2 should be written in essay-style. The use of a formal essay structure will not be assessed but there is the expectation that you use correct grammar, complete paragraphs, and proper sentences that are free from spelling errors to tell a story that flows logically and coherently to convey the ideas required.
You may structure your assessment task according to the list of points above but that is not a requirement. It may be necessary to put ideas together in a different order or combine ideas in different sections to tell a complex story about the assessment strategy developed. The important thing is that all the requirements listed above should be included in some way.
Word count and referencing protocols established for AT1 apply to AT2 as well.
This task involves selecting a learning activity from your area of specialisation to use for assessment purposes. First, identify the understanding targeted and connections to the curriculum. Second, develop a grading scale to assess student achievement across five levels that are in keeping with the SOLO Taxonomy. Third, describe the benefits and drawbacks of the assessment strategy developed in terms of reporting practices. Throughout, use the literature on assessment to justify the assessment strategy developed.
Evaluate the way in which the assessment strategy evidences the student understanding targeted Describe the incremental nature of the grading scale developed
Explain the way in which the assessment strategy could be used for reporting and feedback practices Utilise the literature on assessment and reporting to support ideas and claims made
Apply academic writing skills to communicate in a structured, cohesive and ethical manner
Descriptio
Introduction - 200
First, identify the understanding targeted and connections to the curriculum. - 550
Describe the understanding developed and elements of the curriculum addressed through implementation of the learning activity.
Explain why the learning activity is suitable for the purposes of assessment and reporting nominated. Use examples from the learning activity to illustrate the points made.
Explain how the task is related to parts of the curriculum for the year level targeted (e.g., Learning area rationale, strands, proficiencies, General Capabilities, and/or Cross-curriculum Priorities) and the broader educational goals.
Identify a criterion that will be used to determine student achievement of the learning outcome/content descriptor/understanding targeted.
Second, develop a grading scale to assess student achievement of the understanding targeted across five levels that are in keeping with the SOLO Taxonomy - 550
Develop a grading scale across five levels of achievement that aligns with the SOLO Taxonomy for the learning outcome/content descriptor/understanding targeted.
(The grading scale is for one criterion only. A full multi-criterion rubric is not required.)
Describe the way in which the grading scale increments and the way in which it evidences student achievement for the learning outcome/content descriptor/understanding targeted across the five levels.
Identify how the grading scale could be used to collect data about student learning.
(The grading scale is included in the word count.)
Third, describe the benefits and drawbacks of the assessment strategy developed in terms of reporting practices. 450
Identify the way in which the grading scale can be used for assessment and reporting practices.
Discuss the benefits and drawbacks (limitations) of the assessment strategy developed.
Conclusion - 250
this is my fiends example can you please try to find and use the references for. brady & kennedy , kivanja , Australia Curriculum, victorian Curriculum ,Thanks and the activity has to have a code