Anatomy of a Resource

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Transcript Anatomy of a Resource

Anatomy of an internal
assessment resource
… that students and teachers
can understand, and teachers
Learning Media Limited for Ministry of Education 2010
Student instructions
1. Name the “product”
What is it that students actually have to submit for assessment?
This activity requires you to demonstrate your ensemble skills by performing a substantial
piece of music as part of a group. You will do this as part of a class-organised fundraisin g
concert for a local charity. Although your performance in the concert will be assessed,
preparation for and organisation of the concert will not be assessed.
As a general principle, there should be a single, assessable
“product” – not multiple products that have to be individually
assessed and then a global grade somehow determined. (Nonassessed, prerequisite tasks such as research or planning OK.)
This assessment activity requires you to select evidence from a range of primary and
secondary sources about aspects of classical Ath enian democracy and modern New Zealand
democracy. Your teacher will provide you with access to a range of resource material to enable
you to complete this assessment activity.
You will then explain, with insight, links between aspects of the two systems of government. You
can choose how you present your explanation. This could be, but is not limited to: computerassisted presentation, brochure, newspaper front page, letter to the editor.
This activity requires you to investigate the oxidation-reduction reactions of three common
oxidants then choose one reductant to produce a report comparing and contrasting its reactions
with the three oxidants.
You will produce a crafted and integrated film trailer. Your starting point for this activity is the
design and plan (storyboard, script, and pre-production schedule) that you developed in
Achievement Standard 2.5.
Student instructions
2. Explain how the work will be judged
Where should the students put their energies?
The performance should be at least 8 minutes, to allow time to demonstrate the m usicianship and
ensemble skills required. ТEnsemble skillsУ refer to your individual contribution to the cohesive
sound of the group. They include attention to intonation, blend and balance, Тfe elУ, style, and
In a quality group performance, the performers will:
enthusiastically interact with each other;
respond to each other musically;
respond to the space in which they are performing;
respond to the audience;
display self-assurance;
perform fluently, with any errors making little or no impact on the overall audience response.
Your performance will be recorded on video for m oderation purposes.
You will be assessed on your understanding of oxidation numbers, electron transfer in
reactions, oxidants and reductants, and balancing oxidation-reduction equations. You will also be
assessed on your ability to relate this understanding to experimental observations.
Student instructions
3. Specify any conditions
Involvement of others, necessary but non-assessable tasks,
alternative product formats, time period, etc.
You will work with a partner or in a group of three to complete these tasks, but you will be
assessed individually. All students must make an equitable and identifiable contribution to the
final submitted work.
Keep a blog that documents your involvement in the production of your film trailer (including dates
and locations). Once you have set up your blog, email your teacher the link. Add new posts
throughout the production process. This will not be assessed but it provides a record of your
involvement. Consider:
your role in the tasks
your contribution to the finished product
the success of your contribution in terms of timeliness, detail, effort
the roles of the other/s in your group
the success of their contribution in terms of timeliness, detail, effort.
You have six weeks of in-class and homework time for this task.
Student instructions
4. Describe and structure the task
A level of scaffolding is expected. This may include step-bystep description of a process, a list of things to be kept in
mind when creating the product, short exemplars, etc.
Assig n roles for the production tasks. Everyone m ust take on at least one non-technical role (for
example: director, costumes, props) and at least one technical role (for example: music
production, graphics, camera). It is important that you are able to demonstrate an appropriate use
of technology in your role/s.
The following steps may help you to structure your production:
Collect props, costumes and relevant extra material.
Shoot raw footage.
Music collection and/or production.
Record voice-over
Graphics production.
Make sure you allow plenty of time for Фp
ick-upsХ(extra footage) as back up for shots that donХt
work, or you need more detail.
Continue to update your blog throughout the production process.
“organise a concert”, “write a report”, “write a brief”, “produce an
executive summary”, “present a portfolio”, “provide a critique”, “create
a script”, “develop a prototype”, “compare the two works”, “design a
shed”, etc., are complex tasks that need to be given some definition.
And students need to be given some pointers about what is expected
/ how to go about them.
When preparing for the concert, consider the following:
The evening will require advertising, a programme, and a venue;
You will need to set an appropriate door charge that covers any costs, is appropriate for the
quality of the event, raises m oney for the charity, and still attracts a potential audience;
Who else will you need to involve (for example, to operate lighting, to be on the door, or to help
out backstage)?
Who will introduce the concert?
Will the concert include a welcome and a blessin g?
Might you have a shared supper afterwards?
The concert should be an appropriate length Р many concerts last from about one and a half
to two hours. There may not be enough group performances from the class for this, so
others could be asked to perform. These might include other soloists, groups, or classes
from within the school, or musicians from the wider community. Everyone who performs
needs to understand the charitable nature of the event and choose m usic appropriate to
As a general rule, do not provide formatted templates with spaces
for students to write in.
Student instructions
5. Add notes to the teacher (annotations)
The resource is not engraved in stone; it can and should be modified by the
classroom teacher to better engage their students and for use in other contexts.
Interpolated notes explicitly give teachers permission to make alterations.
You will need to guide the students in their prepar ations and make any necessary
final decisions that impact the assessment quality or the theme of the concert.
Adapt this activit y by using other oxidants or reductants. Update the student sheet
introduction and assessment schedule accordingly.
Assessment schedule
The schedule should be written in such a way that the teacher knows
what achieved, merit, and excellence look like. Don’t split the
schedule into tasks; finally, the teacher has to make a global
judgment – the schedule needs to facilitate this.
The student completes a crafted and integrated 2Р3 minute film trailer that accurately reflects in
detail an identified design for a media product and pre-production plan.
Crafted and integrated means the student(s) will show thoughtful and creative competency of film
production/post-production techniques to engage and create interest in the intended audience. These
techniques include but are not limited to cinematography, editing, music, lighting, voiceover,
characterisation, narrative, or visual or sound effects.
A crafted and integrated media product will:
 include a thoughtful and creative range of camera shots, angles and movement
use lighting and/or m usic that creates and clearly communicates the m ood of the media product
to interest and engage your audience Й
The crafted and integrated student trailer places the camera in an engaging and varied range of
shots, angles and movement that complement the nature of the film being advertised. The m ood of
the film trailer effectively denotes the genre of the film being advertised through the considered use
of music and/or lighting and creates interest in the viewer. Without giving too much of the plot and
characterisation away to dissuade the audience, the film trailer effectively presents an interesting
narrative and discernible traits of central characters. The genre of the advertised feature film is
clearly identifiable through conventions effectively utilised in the trailer, along with the trailer
convention of the Ф
big questionХbeing posed effectively to engage the audience. Technically the
students have shown a great deal of control and precision during the production of the film trailer footage is well composed and shows careful and precise use of not only the camera but tripod as
well. Audio is clearly recorded with dialogue and atmospheric sound at acceptable levels, which
shows clear consideration at the time of recording or crafted manipulation in editing software. The
visual and audio transitions are varied, seamless and effectively flow to complement the impact
of the film trailer. The film trailer overall lacks production or post-production errors that are intrusive
during viewing and detract from enjoyment and interest in the media product. The m ovie trailer
exemplifies the details of the original design and plan Й
Teacher instructions
Write this part last
This section contains two standard paragraphs, (i) notes on
context/setting, (ii) notes on conditions, (iii) notes on resources,
(iv) additional information.
The Teacher Instructions should be no more than a brief overview
of what the task involves, any necessary clarification or
disambiguation, advice on conditions (including group work,
checkpoints, timeframe), suggested resources, and teachingrelated guidance.
Do not repeat definitions, points, etc., that are already in the
student instructions but, by all means, draw the teacher’s attention
to these.
Students are not being assessed on the application of an inquiry / research methodology, so you
should provide access to a range of resource materials from which the students can select a range of
primary and secondary source evidence. However, there is opportunity for students to be taught a
methodology of inquiry prior to the assessment. If you choose to do this, scaffold the process and
make it clear to the students that the methodology is part of their learning but not part of the