Jiayuguan Pass, Jiayuguan, Gansu province. Photograph by Jean-Francois Lanzarone. Reproduced courtesy Powerhouse Museum, Sydney.
Jiayuguan Pass, Jiayuguan, Gansu province. Photograph by Jean-Francois Lanzarone. Reproduced courtesy Powerhouse Museum, Sydney. |
Assessment - The Great Wall of China: dynasties, dragons and warriors
| Home | Teacher Information Assessment |
Podcasts | Tuning in activity Location of the Great Wall Knowledge Hunt |
Terracotta Warriors Report Can the Wall be seen from the Moon? Dynasties of the Great Wall |
The The Victorian Essential Learning Standards supports a combination of assessment practices:
Assessment (of learning) Activity Number One: Can the Wall be seen from the moon?
Domains/Dimensions |
Assessment Focus |
Task |
Historical Reasoning and Interpretation |
Students use a range of primary and secondary sources including visual sources. Students evaluate historical sources for meaning, point of view, values and attitudes, and identify some of the strengths and limitations of historical documents. |
Can the Wall be seen from the moon? |
| ICT for Communicating | Use of search engines, judging the integrity of the located information | |
| Writing | Appropriate use of writing structures Creation of electronic text |
Assesment Rubric - Progression Points have been used in the formation of the rubrics. In anticipating that year seven students (level 5) would be completing this unit early in the year I have graded Below as being 3.75 At the Level as 4.25 and Above as 5.5 ( as they are working toward the achievement of level 5 by the end of year8).
| Criteria / Evidence | Below 3.75 |
At the Level 4.25 |
Above 4.5 |
Historical reasoning and interpretation Identification of evidence from Exhibition which discusses whether the Wall can be seen from the Moon. |
Location, with teacher support, of primary and secondary sources such as online photographs and books.
|
identification of a variety of primary and secondary sources for particular research.
|
Location of a range of sources relevant to particular research questions. |
Historical reasoning and interpretation Analysis of resources provided |
Simple judgments about primary and secondary sources; for example, the point of view presented and the values shown. | Comprehension of sources, and questioning of their point of view, values and attitudes | Identification of strengths and weaknesses of sources of evidence |
ICT for Communicating Accessed and located information from a range of websites.. |
Inclusion of new keywords and the deletion of some original ones in a search string, to narrow the listing of websites relevant to a particular inquiry. | Selection of information contained within websites, using criteria from a given list. | Selection of information contained within websites, using collaboratively determined criteria.
|
| Writing Clear use of appropriate writing structures. |
Inclusion of familiar ideas and information for different purposes and audiences in print and electronic texts | Composition of print and electronic texts for a range of purposes, including speculative, imaginative, explanatory and persuasive | Composition of print and electronic texts in a wide range of forms, including narratives, reports, explanations, procedures and points of view. |
Assessment (of learning) Activity Number Two: Terracotta Warrior Report
Domains/Dimensions |
Assessment Focus |
Task |
| Writing | Clear use of appropriate writing structures. | |
Historical Reasoning and Interpretation |
Students use a range of primary and secondary sources including visual sources. Students evaluate historical sources for meaning, point of view, values and attitudes, and identify some of the strengths and limitations of historical documents. |
Terracotta Warrior Report |
| ICT for communicating | Access of information from websites |
Assesment Rubric
Assesment Rubric - Progression Points have been used in the formation of the rubrics. In anticipating that year seven students (level 5) would be completing this unit early in the year I have graded Below as being 3.75 At the Level as 4.25 and Above as 5.5 ( as they are working toward the achievement of level 5 by the end of year8)
| Criteria / Evidence | Below 3.75 |
At the Level 4.25 |
Above 4.5 |
| Writing Clear use of appropriate writing structures for a newspaper story |
Inclusion of familiar ideas and information for different purposes and audiences in print and electronic texts | Composition of print and electronic texts for a range of purposes, including speculative, imaginative, explanatory and persuasive | Composition of print and electronic texts in a wide range of forms, including narratives, reports, explanations, procedures and points of view. |
Historical reasoning and interpretation Identification of appropriate evidence. |
Location, with teacher support, of primary and secondary sources such as online photographs and books.
|
identification of a variety of primary and secondary sources for particular research.
|
Location of a range of sources relevant to particular research questions. |
ICT for Communicating Accessed and located information from a range of websites.. |
Inclusion of new keywords and the deletion of some original ones in a search string, to narrow the listing of websites relevant to a particular inquiry. | Selection of information contained within websites, using criteria from a given list. | Selection of information contained within websites, using collaboratively determined criteria.
|