Assessment+Plan

The table below demonstrates how the set of assessments addresses all of the learning requirements and assessment design criteria.
 * ASSESSMENT OVERVIEW – INTEGRATED LEARNING – (10 CREDITS) **



** Weighting of Assessment Types ** ||

** Name of Assessment **  (as described in the assessment details following)  ||||||||||||  ** Learning Requirements **   // (Indicate the Learning Requirements addressed) //  |||||||||| ** Assessment Design Criteria ** // (Indicate the Assessment Design Criteria addressed) // ||   || ** ü ** || ** ü ** || ** ü ** || ** ü ** || ** ü ** || ** ü ** ||  ** 1,2 **  ||  ** 1,2 **  ||   ||  ** 1 **  ||  ** 1,2 **  ||   || ** ü ** ||   || ** ü ** ||   || ** ü ** ||   ||  ** 1,2 **  ||  ** 1,2 **  ||  ** 1,2 **  ||  ** 1 **  ||   ||   || ** ü ** || ** ü ** || ** ü ** || ** ü ** || ** ü ** ||   ||  ** 1,2 **  ||  ** 1,2 **  ||  ** 1,2,3 **  ||  ** 1 **  ||   ||   || ** ü ** || ** ü ** ||   || ** ü ** || ** ü ** || ** ü ** ||  ** 1,2 **  ||  ** 1,2 **  ||  ** 1,2,3 **  ||  ** 1 **  ||  ** 1,2 **  ||   ||
 * ^  ||^   || Develop and apply knowledge, concepts, and skills to achieve a purpose || Identify and investigate information, ideas, and skills from different perspectives, using a variety of sources || Work collaboratively with others || Demonstrate self-awareness in reflecting on learning || Communicate ideas and informed opinions || Develop and understand connections between the program focus and aspects of the capability in each chosen key area ||  Application  ||  Investigation  ||  Communication and Collaboration  ||  Reflection  ||  Understanding  ||   ||
 * Assessment Type ||  Weighting (%)  ||^   ||^   ||^   ||^   ||^   ||^   ||^   ||^   ||^   ||^   ||^   ||^   ||   ||
 * Practical || 40 || Research ||
 * ^  ||^   || Research presentation ||
 * Group activity || 20  || Collaboration teamwork ||
 * Folio and discussion || 40  || Research Folio, Discussion and journals/ reflection ||

Students use the RBL Research process to Individual Proposal 500 words maximum /10 Bibliography of Primary and Secondary resources /5 Presentation (performance Standards) /25 Teacher feedback Performance standards /10 1 to 2 discussions Maximum of 10 minutes oral audio recorded, or Maximum of 2 A4 pages written /5 Folio /10 Written evaluation 1000 words /20 || The table below demonstrates how the set of assessments addresses all of the learning requirements and assessment design criteria.
 * Practical 40 || ** RESEARCH **
 * Define ** areas **Research Proposal**
 * Outline initial ideas for research
 * Identifies how you considered, your topic
 * Explain your choice of capability and it’s relevance
 * Identify processes for working collaboratively
 * Methods of appropriate research processes (valid, ethical and manageable).
 * Develop a timeline or Ghannt chart
 * RESEARCH DEVELOPMENT **
 * Locate ** information
 * Primary sources e.g. Interviews, surveys, photos, videos, journals
 * Secondary sources e.g. Books, magazine articles, biographies, documentaries, newspapers, internet sites
 * Select **: information
 * Critically analyse information and select appropriate materials for their chosen format.
 * Annotated and analysed information
 * Organise **information
 * Layout and design presentation
 * Harvard referencing system
 * RESEARCH PRESENTATION **
 * Present ** information
 * __ Final product __ : written (1000 words), oral, multimedia (6 minutes) or possible multimodal combination || Research **Proposal**
 * Total /40 ** ||
 * Group activity 20 || ** COLLABORATION AND TEAMWORK **
 * Brainstorm ideas in a whole group
 * Individual contributions to the group
 * Negotiate the roles and responsibilities of group members
 * Make decisions to determine research || Evaluation DeBono’s 6 thinking hats.
 * Peer feedback/
 * Self Assessment /10
 * Total /20 ** ||
 * Folio and discussion 40 || **Evaluate **
 * Weekly **Journal** -. Written reflections of processes, key findings, issues and problem solving methods, refinement of research processes.
 * **<span style="font-family: Arial,sans-serif; font-size: 9pt;">Discussion **<span style="font-family: Arial,sans-serif; font-size: 9pt;"> with teacher and group members on:
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Research topic
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Research processes
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Development of Research and analysis of information
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Clarify questions and issues
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Refinement of research
 * <span style="font-family: Arial,sans-serif; font-size: 9pt;">Where to from here?
 * __<span style="font-family: Arial,sans-serif; font-size: 10pt;">Folio __<span style="font-family: Arial,sans-serif; font-size: 10pt;">Students maintain a folder that demonstrates the depth, extent and focus of their learning. This may include: annotated bibliographies, notes, diagrams, observations, field work, photographs, e- portfolios, interview among others.
 * <span style="font-family: Arial,sans-serif; font-size: 10pt;">Written evaluation of research processes, capability, || ** Journal ** completed weekly /5
 * Research Discussion ** can include the following:
 * ASSESSMENT OVERVIEW – INTEGRATED LEARNING – (10 CREDITS) **