English – Areas for Assessment
- Reading, listening, viewing
- Activities: Individual reading, viewing and writing - opening to a short story, Poetry analysis - personification, Individual reading and writing - selecting and analysing poems for an anthology
- Writing, speaking, representing
- Activities: Individual reading, viewing and writing - opening to a short story, Poetry analysis - personification, Individual reading and writing - selecting and analysing poems for an anthology, Persuasive letter, Life writing, Recount letter, My Story, Your Story, Television interview script
- Communicating and context
- Activities: Poetry analysis - personification, Individual reading and writing - selecting and analysing poems for an anthology, Persuasive letter, Life writing, Recount letter, My Story, Your Story, Television interview script
- Analysing language
- Activities: Individual reading, viewing and writing - opening to a short story, Poetry analysis - personification, Individual reading and writing - selecting and analysing poems for an anthology, Life writing, Recount letter
- Interpretive, imaginative and critical thinking
- Activities: Individual reading, viewing and writing - opening to a short story, Poetry analysis - personification, Individual reading and writing - selecting and analysing poems for an anthology, Persuasive letter, Life writing, My Story, Your Story
- Expressing views
- Activities: Individual reading and writing - selecting and analysing poems for an anthology, Persuasive letter, Life writing, Recount letter, Television interview script
Areas for assessment provide a framework for structuring an assessment program, and may be used for reporting student achievement. They are derived from the course objectives, so they are linked to the course outcomes. Areas for assessment can be used as organisers for assessment of student achievement.
Good assessment practice involves designing quality assessment activities that enable students to demonstrate their achievements. Teachers can use the areas for assessment when designing an assessment activity, to ensure it is assessing performance in relation to a grouping of outcomes.
In designing the assessment schedule for a course, teachers may find it useful to map each planned assessment activity to one or more of the areas for assessment. This allows teachers to ensure that assessment in relation to outcomes can occur across the year in a manageable way.