Professional Documents
Culture Documents
Description Of Activity
Part A
Students are given a collection of 5, 10, 20 and 50-cent coins (or
cardboard shapes representing these). They demonstrate and
record different ways of making 20 cents, 50 cents and $1 using the
coins.
Part B
Students determine the change that they would receive from $1 if
they made each of the following purchases:
i.
1 ruler @ 30 cents each
ii.
2 erasers @ 40 cents each
iii.
1 notebook @ 75 cents each
iv.
3 pencils @ 20 cents each
Critique
Ainsley has shown some strength in counting and adding money,
she has made some errors in recording different ways to make each
denomination, but has a mostly sound grasp of the concept. She has
EEE315 Karen Cain
Assessment Item 1
Description Of Activity
1. Students design a realistic meal plan for a family of 4 (2
adults, 2 children) for a week. The meal plan must include all
meals and snacks. The meal plan should reflect the NHMRC
Dietary Guidelines for Australian Adults and Dietary Guidelines
for Children and Adolescents in Australia.
a. The teacher may wish to include a family member with
special dietary needs e.g. allergy to a specific food.
2. Students write a one-page report describing the cultural and
social influences on a familys food choices.
a. Students may present their report in other formats e.g.
PowerPoint.
Assessment Item 1
Assessment Item 1
Assessment Item 1
Critique
Jerry has shown that he has a strong understanding of meal
planning; one strength that Jerry demonstrated is that he was very
detailed in his plan, and was thus able to identify all key elements
that he required. Jerry was able to demonstrate understanding of
the need to vary meal plans for the different members of the family
through the modification of each meal. Jerry was able to include an
introduction and description that provided evidence to the influence
of his meal plan, and this was a strong way to back up the choices
made in the plan.
Jerry did not demonstrate a strong knowledge of calorie intact or
portion control recommendations. Though his meal plan included
many different nutritional elements, all of which would be of benefit,
each meal was quite large, and often did not differ highly in terms of
calorie count for each family member. (E.g. father and infant meal
plans having similar calorie count / portion size.) Jerry also did not
include a detailed description of each family member, and therefore
did not allow himself a strong background to build from in regards to
nutritional needs.
Jerry would benefit from some explicit remedial teaching, in order to
develop the skills needed to understand portion control. Because of
his strong understanding of whole foods versus take-away foods,
this would be a key area to consider in furthering his understanding.
Jerry would benefit from a whole class discussion about portion
sizing and calorie count (depending of prior learning regarding
energy intake). Students could be shown one of many YouTube
videos discussing health portion sizing, and also participate in an
activity where they could write their ideas of a healthy meal size,
Assessment Item 1
and then demonstrate the same idea using actual foods. Allowing
students to make the connection between their written work and the
actual foods they eat may help them to gain a strong understanding
of how much food is healthy and necessary.
Description Of Activity
Students will select and view a recent popular film (on video or
DVD). Students will write their own review of this chosen film for a
magazine for teenagers.
Critique
Casey has demonstrated some recount skills, though the
assessment task required analysis and review of the film. Casey has
attempted to use descriptive language and tried to avoid sounding
repetitive in her writing by using adjectives and other writing
techniques. Casey has demonstrated some evidence of analysis, in
her final remarks about the film, suggesting perhaps she has added
these comments to a near finished assessment in order to meet
marking criteria, without a full understanding of the requirements of
the task. Casey has identified some areas of film that have been
used, such as close-up shots, and plot line, but has not
demonstrated an understanding of their purpose or effect. She has
not used a variety of language tools, for example her lack of critical
or persuasive language, which is key to an effective review. Casey
would benefit from consolidating any learning she has previously
Assessment Item 1
Assessment Item 1
task was set out very simply, and would have also allowed for
simple assessment as learning for the students. The class could
work through the answers together, discussing each question as
they go. This could allow students to talk through any questions
they didnt understand, while at the same time giving the teacher
more insight into which students understood all elements of the
task, and those who required further learning time. Money Matters
could have been an assessment of learning very easily, as it would
have been an excellent task to use at the end of a unit, allowing the
teacher to observe students strengths and weaknesses in their
understanding of financial mathematics. Using the range of
activities in the task added to the benefit of using Money Matters
as an assessment of learning.
The Meal Plan For A Week activity may have been used as an
assessment for learning or an assessment as learning as an in class
task. If students were able to use some lesson time to research and
complete their task, the teacher would have been both able to
observe students while they were undergoing their task. This would
have allowed them to plan each lesson as they occurred, as
necessary to best continue developing student understanding. For
example, each lesson that the students were engaged in the task,
the teacher may have discussed and explored a different element of
the research and writing project. Using Meal Plan For A Week as an
in-class task would have allowed students to use it as an
assessment as learning because they could have worked through
the task progressively as a group, as well as being in reach of
assistance when needed. This would better allow students to both
stay on task, and ensure they were continuing working in the right
direction.
Meal Plan For A Week could have been used an as assessment of
learning very simply, as again the teacher could have used this task
at the end of a unit of work, and mark it according to success
criteria based on curriculum outcomes and indicators. The task
included both outcomes from the curriculum and criteria for success
of student work, which demonstrates that it could have been used
very simply as a final assessment task for the nutritional unit of
work in PDHPE.
The Popular Film Review task may have been used an as
assessment for learning as it is quite a short task, especially for a
stage 5 task. This would have allowed the teacher to engage in
student progress, and plan for further development where needed.
For example, as Casey did not show a lot of strengths during her
completion of this task, the teacher may have used this evidence to
plan to further elaborate on the necessary elements of writing a film
review.
Students may have used the task as an assessment as learning if
they were able to use it as a practice task, and compare it to
Assessment Item 1
Assessment Item 1