Excerpts from Assessing and Reporting Assessment Task - Critique of Work

Samples
Evaluation of Work Sample
Robyns work sample, consisting of two opposing letters to the editor on the topic of genetically
modified food, possesses features that are characteristic of a student operating at a C grade
standard at the end of Stage 5 (end of Year 10). There are four Stage 5 outcomes being
assessed by this task, and Robyn has achieved aspects of each at an adequate level. When
addressing outcomes 4 and 5 (BOS NSW, 2003, p. 13), she has shown that she understands the
basic conventions, language features, and structures of a letter to the editor. She has opened
each letter with a statement of strongly discernable opinion, and goes on to offer a series of
arguments to support either the advantages or disadvantages of genetically modified food.
However, Robyn has used very little direct evidence from the Dimensions transcript that was
provided, which detracts from the overall validity of the opinions. Though she has employed some
persuasive and emotive language, including extremely upset and angry and it is a need not a
want, the regularity of errors in spelling and grammar reduce their impact. The piece would
therefore have benefitted from some proofreading and editing. In working towards outcome 7
(BOS NSW, 2003, p. 13), Robyn has demonstrated a sound capacity to engage with her study of
the newspaper medium and interpret information from the program that investigated genetically
modified food. While she has evidently understood, responded to, and thought critically about the
overall topic, the arguments produced throughout her letters are lacking in complexity. For
example, the claim that people will be able to afford food for their families in countries like Africa,
India, Ethiopia and other countries is making a number of rather simplistic and falsely utopian
assumptions about the potential of these foods. Outcome 9 (BOS NSW, 2003, p. 13) appears to
be an inevitable result of the activity, as it consists of the expression of personal opinions in a
public domain. Robyn has achieved this outcome in her adherence to the requirements of a letter
to the editor and, as a result, has produced a piece of writing in an authentic context.
Modified Teaching and Learning Activity
This activity incorporates the following outcomes and content.
Outcome 2 (BOS NSW, 2003, p. 33):

2.1 - Students learn to produce sustained spoken and written texts in rehearsed,
unrehearsed, and impromptu situations.

2.7 - Students learn to identify and articulate their own processes of responding and
composing.

Outcome 7 (BOS NSW, 2003, p. 38):

7.6 - Students learn to propose, support, and elaborate points in an argument and draw
conclusions.

7.7 - Students learn to explore and develop arguments in a range of modes and media
and in imaginative, interpretive, and critical compositions.

It is clear that Robyn understands the conventions of a letter to the editor, so that does not
require particular consolidation. However, her capacity to construct a convincing argument that
clearly expresses a defined opinion can be further developed. In this teaching and learning
activity, students are first given sufficient time to look through a variety of newspapers and
magazines in order to find an article about which they feel strongly. This feeling may be either
positive or negative. They are then given time to individually research the issue in question. This
research facilitates the collection of evidence for the opinion they will eventually need to
substantiate. Following this, students devise a brief (2-3 minutes) oral presentation in which they
outline the issue, argue for their perspective, and present the evidence in favour of this
perspective. The presentation is given to the class, and the teacher provides each student with
holistic feedback about the use of persuasive language, the effectiveness of their argument, and
whether the opinion was supported by sufficient evidence. While similar in some ways to the
letter to the editor task, this activity focuses more upon the personal interests of the individual
student, and provides them with opportunities to develop their speaking and listening skills.
Additionally, it is readily adaptable to support a variety of topics, e.g. The students opinion of a
character within a novel.