English – Areas for Assessment
- Reading, listening, viewing
- Activities: Literary recount, Representation and critical analysis of a text, Literary evaluation, Letters to the Editor - Food, Oral persuasive presentation, Persuasive writing to raise public awareness, Film Analysis - Cinematography, Movie Review and User Comment
- Writing, speaking, representing
- Activities: Literary recount, Representation and critical analysis of a text, Literary evaluation, Dramatic Monologue, Letters to the Editor - Food, Popular Film Review, Oral persuasive presentation, Persuasive writing to raise public awareness, Literary Response, Film Analysis - Cinematography, Movie Review and User Comment
- Communicating and context
- Activities: Literary recount, Representation and critical analysis of a text, Literary evaluation, Dramatic Monologue, Letters to the Editor - Food, Popular Film Review, Oral persuasive presentation, Persuasive writing to raise public awareness, Literary Response, Film Analysis - Cinematography, Movie Review and User Comment
- Analysing language
- Activities: Literary evaluation, Letters to the Editor - Food, Popular Film Review, Film Analysis - Cinematography, Movie Review and User Comment
- Interpretive, imaginative and critical thinking
- Activities: Literary recount, Representation and critical analysis of a text, Literary evaluation, Oral persuasive presentation, Persuasive writing to raise public awareness
- Expressing views
- Activities: Representation and critical analysis of a text, Literary evaluation, Dramatic Monologue, Letters to the Editor - Food, Popular Film Review, Oral persuasive presentation, Persuasive writing to raise public awareness, Literary Response, Movie Review and User Comment
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.