Assessment in light of the

Teaching & Learning Zones

Situations requiring critical and creative thinking, inquiry and

insight

Routine, familiar situations

4 The student watches the teacher apply the targeted knowledge,

understanding and skill in situations that

require critical and creative thinking,

inquiry and insight.

5 B The student works with the teacher to apply the

targeted knowledge, understanding and skill in situations that require critical and creative thinking, inquiry and

insight

6 A The student is able to independently apply the

targeted knowledge, understanding and skill in situations that require critical and creative thinking, inquiry and

insight

1 The student watches the teacher apply the targeted knowledge,

understanding and skill in routine, familiar

situations.

2 D The teacher works with the student to apply the

targeted knowledge, understanding and skill in

routine, familiar situations.

3 C The student is able to independently apply the

targeted knowledge, understanding and skill in

routine, familiar

situations.

0 The student doesn’t understand the task

situation

Teacher

“To the student”

Teacher & Student “With the student”

Student

“By the student”

Task Situations

Scaff olding

The Six Teaching and Learning Zones

Within a unit of work there will be multiple opportunity for assessment that address the teaching & learning dimensions

Assessment pieces that are routine in nature

Assessment pieces that allow students to express inquiry skills

Inquiry Skills

•critical & creative thinking• insight• transference to the unfamiliar• independent work habits

Deciding on an A & B

• Decide on an assessment task that characterizes the inquiry skills• Detail (in consultation with students)

success criteria• Success criteria will give the exemplar for an “A”• “B” is the partial of an “A”• Robust success criteria

minimizes the need for wordy matrix descriptors

Teaching & Learning Zones in terms of Bloom

Remember

Foundation Thinking Skills Understand ROUTINE

Apply

Analyse

Higher Order Thinking Skills Evaluate INQUIRY

Design/Create

Prep/Yr One

Fertile Question: How can the Bible be Good News for us today?

Routine: Using the sand box students retell Matthew’s Christmas story using figurines to symbolise characters

Inquiry: Constructing their own gift box or using the “present” template, children choose three presents that characterize their own gifts or good deed actions that they can take and give to the child Jesus.

Yrs 5/6/7Fertile Question: How can the Bible be Good News for us

today?

Routine: Students construct a NEWS ALERT about their experience of the Temple event

to demonstrate their understanding of the author's purpose in telling the story.

Inquiry:

Yr 5&6 – Students choose two of four viewpoints to the Temple incident: Pilate, Caiaphas, store owner, follower of Jesus - to record their reaction to the incident. Yr 7 – Consider a modern day context for the Temple incident. Jesus is brought to trial over the Temple incident. Present an argument as defence counsel to show a position on the incident.

Yr 10Fertile Question: Can the Church’s moral voice be heard

on the airwaves of today’s world ?

Success Criteria• Students identify five pressing moral issues that are

relevant to the world today (Routine Task)• Students justify the priority of identified moral issues in

100 words (Routine Task)• Students plan an insightful and creative presentation

arguing a point of view on a moral issue citing Scripture and Church teaching (at least two of each) (Inquiry task)

• Students present their argument orally to their peers following the process criteria matrix included (English Inquiry task)

We need to let students into the secret, allowing them to become insiders of the assessment process. We need to make provision for them to become members of the guild of people who can make consistently sound judgments and know why those judgments are justifiable. Royce Sadler 1998

Success Criteria

be written in language that students are likely to understand

be limited in number focus on the learning and not on behaviour

created, ideally, with input from

students

EXAMPLE OF SUCCESS CRITERIAYR 5/6 TEMPLE INCIDENT INTERVIEWS Choose two of four viewpoints to the Temple incident - Pilate, Caiaphas, store

owner, follower of Jesus - to record their reaction to the incident. Construct five questions that you would ask both people that focus on what they

know of the incident, why they thought it happened and their personal reaction to the incident.

Record each response under each question. Use the Writing a Newspaper Article Organizer/Rubric template to draft a

newspaper article using information sourced from the News Alert and interview responses

Write a full article, including headline and by-line, using information included in your template. The length of the article should be no more than 250 words.

Use appropriate writing conventions: spelling, grammar, syntax, voice Include a drawing or picture (accessed digitally) with a suitable caption.

Performance Indicators specific aspects of performance which

will be different at different levels

adjectives, adjectival phrases,

adverbs and adverbial phrases to describe

the one aspect of performance using numeric references

referring to the degree of assistance

Performance Indicators Analyse the effects of/describe the effects

of/ list the effects of

• provides a complex explanation/

a detailed explanation/a limited

explanation

provides a three/two/one example/s

independently applies/

…with teacher support

Religion A B C D E

Knowledge & Understanding:

The Church’s authority serves the teaching, pastoral support and leadership of all its members and is directed to the Church’s mission in the world. CHPG 11

Conscience formation is guided by key considerations including prayer, the Word of God, wisdom and authoritative Church teaching. CLMF14

Comprehensive

understanding of the

role that the Word of

God and Church

teaching plays in

formulating a response

to a moral issue

Demonstrated

understanding of the

role that the Word of

God and Church

teaching plays in

formulating a

response to a moral

issue

Formulates a response

to a moral issue which,

while sound in

argument, has some

relation to the Word of

God or Church teaching

Formulates a response

to a moral issue which,

while adequate in

argument, has no

reference to the Word

of God or Church

teaching

Inadequate response

to a moral issue

which has no

reference to the

Word of God or

Church teaching

Routine Tasks:

Ability to identify five pressing moral issues that the Church needs to address in today’s world

Successfully identifies

five relevant moral

issues to which the

Church can respond

Issues identified have

narrow relevance in

today’s world

Issues identified are

irrelevant to today’s

world or are not

moral issues

Articulate and justify the priority given to a contemporary moral issue, in comparison to other relevant issues

Successfully justifies

the priority given to a

contemporary moral

issue

Inadequate justification

of the priority given to

a contemporary moral

issue

Little or no

justification of the

priority given to a

contemporary moral

issue

Inquiry Skills:

Articulate and justify a response to a contemporary moral issue, guided by key considerations in the formation of conscience for Christians and exemplifying how Church’s authority can be exercised. CLMF14; CHPG 11

Insightful and creative

response to a

contemporary moral

issue, guided by Word of

God and Church

teachings

Some insight and

creativity in response

to a contemporary

moral issue, guided

by Word of God and

Church teachings

Sound response to a

contemporary moral

issue, with evidence of

Scripture and Church

teachings

Adequate response to a

contemporary moral

issue, with no evidence

of Scripture or Church

teachings

Inadequate response

to a contemporary

moral issue, with no

evidence of Scripture

or Church teachings

EXAMPLE OF PERFORMANCE INDICATORS

Considerations …

Are the success criteria in language the students are likely to understand?

Do some of the success criteria need to be explained by showing students exemplars or work samples?

Do the success criteria refer to the specific skills, knowledge and understanding that you wanted the students to learn?

Does the activity you have designed provide the opportunity for students to demonstrate all of the success criteria?

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