Title Of Task Task Details
Sample assessment taskYear level4Learning areaTechnologiesSubjectDigital TechnologiesTitle of taskProgram my spriteTask detailsDescription of taskType of assessmentPurpose ofassessmentStudents will use programming skills learnt during previous lessons to design and createa simple computer game, using a free online website.SummativeFor students to explore programming a sprite to develop their computational thinkingAssessment strategy Design plan and students’ spritesEvidence to becollectedStudents will demonstrate their program working for the teacher to record against achecklist. Depending on the website used, teachers may wish to save the finishedproject to a USB or hard drive to review at a later date.Suggested time1 hour lessonContent descriptionContent from theWestern AustralianCurriculumProcesses and production skillsDigital implementationUse simple visual programming environments that include a sequence of steps(algorithm) involving decisions made by the user (branching)Investigating and definingDefine a sequence of steps to design a solution for a given taskDesigningDevelop and communicate design ideas and decisions, using annotated drawings andappropriate technical termsProducing and implementingSelect, and safely use, appropriate components and equipment to make solutionsEvaluatingUse criteria to evaluate and justify simple design processes and solutionsTask preparationPrior learningAssessmentdifferentiationStudents have participated in a series of lessons learning about basic programming in avisual programming environment, such as Scratch, Play Lab at Code.org, Tynker, etc.They have been taught to create a simple algorithm to make a character move and ‘if’statements to change the character’s behaviour, such as turning when they bump intothe edge of the screen, or moving left and right when the arrow keys of the keyboardare pressed.Teachers should differentiate their teaching and assessment to meet the specificlearning needs of their students, based on their level of readiness to learn and theirneed to be challenged.Where appropriate, teachers may either scaffold or extend the scope of the assessmenttasks.2017/68042 [PDF 2017/68040]Technologies Digital Technologies Year 4
Assessment taskAssessmentconditionsStudents will work individually on the task. They will use the worksheet to design themovements of their character before using the computer or iPad to code themovements.Resources Computer or iPad for each studentAccess to Visual Programming Environment, such as Scratch (website or offlineversion), Play Lab at Code.org website, Tynker app for iPad (or others students arefamiliar with). The programming environment should be familiar to students fromprevious lessons.Worksheet for planning (attached)Optional: Reliable internet connection if working online, if coding environment isonline (e.g. Play Lab at Code.org)Optional: HeadphonesTechnologies Digital Technologies Year 42
Instructions for teacherNOTE: To complete this task, the teacher will need to be familiar with, and have worked with, a programmingenvironment as well as taught the students to use it prior to attempting the task.The task will be introduced and modelled by the teacher, explaining the purpose and expected outcome. Ifstudents are not able to save the program they have created, marking of the programming task throughout thelesson may be required or, alternatively, video recording of students’ work.Actual task instructions Planning worksheet given to students. Read instructions with the class and clarify any questions studenthave.On the worksheet, students draw a diagram and label it to show what they plan to achieve, as well asdescribe, using appropriate vocabulary what they will do.Once the planning is complete, students are to open the website Scratch (or offline Scratch environmentif there is no Internet connection, Play Lab at Code.org website or Tynker app, as used in previouslessons) and log in if they have an account.Independently, students create a sprite (character) which responds to simple ‘if’ statements according totheir plan.When complete, they will test their work and evaluate the success. Students should record if they had tomake any changes to their plan and why these were made on their planning page.Any worksheets or scaffolding specific to the taskWorksheet (Final Task: Program a sprite to respond to a command) is included for planning.Alternately, students could work in a project/subject book or use loose paper to draw and write their plans, andevaluate the project.The prompts on the worksheet may be listed on a board for students to follow if they do not use the worksheetitself.Technologies Digital Technologies Year 43
Sample marking keyDescriptionQuestion 1Sprite responds to more than one command which matches the student’s plan.Sprite responds to a command, which matches the student’s plan.Sprite responds to a command, such as a key press or mouse click, and responds withan action. The command or action is different to that in the student’s plan.SubtotalAnswers could include, but are not limited to: A correctly programmed sprite will complete a command, such as moving left orright, when the command is given. For example, when the right arrow key ispressed, the sprite moves to the right. For full marks, the sprite should completemore than one simple command, such as moving left and right with arrow keys.The command should also match the plans which the student has drawn anddescribed.Example: of what the allocation of the marks would look like to demonstrate thecomponents that would give a student full marks in a question.A student receiving one mark for this task could make the character follow a singlecommand; for example, say hello when it is clicked with the mouse button. The planthe student drew and wrote about did not include this command.A student receiving two marks will successfully create an algorithm to make thesprite complete a command; for example, say hello when it is clicked with the mousebutton. This command was drawn and described by the student in the plan. Thestudent may or may not have included other commands in the plan, which have notbeen implemented successfully.To achieve full marks, the student will successfully create an algorithm, or more thanone algorithm, to make the sprite complete a command; for example, move left whenthe left arrow is pressed, then right when the right arrow is pressed. Thesecommands were drawn and described by the student in the plan.Technologies Digital Technologies Year 4Marks3213[1][2][3]4
DescriptionMarksQuestion 2Provides a detailed drawing with labels, which accurately describe the commands thesprite will follow. When describing the steps, correct technical terminology will beincluded. The evaluation will accurately reflect the success of the programming insome detail.Provides a drawing with labels to describe planned commands. Basic steps todescribe the algorithm are included, with some technical vocabulary. The evaluationwill reasonably reflect the success of the programming.Provides a limited drawing to describe the planned commands. There may beattempts at simple labels. When describing the programming steps, the student willuse simple language with little or no technical vocabulary. The evaluation containslittle detail and/or does not accurately reflect the success of the programming.SubtotalAnswers could include, but is not limited to: The design of the program reflects the completed project and includes technicalvocabulary. The evaluation is accurate and includes reasons, which referencesthe testing of the program.Example: of what the allocation of the marks would look like to demonstrate thecomponents that would give a student full marks in a question.A drawing of the character with simple labels.Inclusion of technical vocabulary in labels, such as ‘on mouse click’ or ‘sprite’.Steps of how to create the algorithm are described.Detail and technical vocabulary is included in the planning, such as specific scripts. Eg‘when up arrow’.An attempt to evaluate the program’s success is included which states if the programworked according to plan or not.Detail of the testing, reasons for success and/or changes to the plan which weremade, as part of the evaluation.TotalTechnologies Digital Technologies Year 45–63–41–26[1][1][1][1][1]95
Title of task Program my sprite Task details Description of task Students will use programming skills learnt during previous lessons to design and create a simple computer game, using a free online website. Type of assessment Summative Purpose of assessment
Registration Data Fusion Intelligent Controller Task 1.1 Task 1.3 Task 1.4 Task 1.5 Task 1.6 Task 1.2 Task 1.7 Data Fusion Function System Network DFRG Registration Task 14.1 Task 14.2 Task 14.3 Task 14.4 Task 14.5 Task 14.6 Task 14.7 . – vehicles, watercraft, aircraft, people, bats
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WORKED EXAMPLES Task 1: Sum of the digits Task 2: Decimal number line Task 3: Rounding money Task 4: Rounding puzzles Task 5: Negatives on a number line Task 6: Number sequences Task 7: More, less, equal Task 8: Four number sentences Task 9: Subtraction number sentences Task 10: Missing digits addition Task 11: Missing digits subtraction
Sample assessment task Year level 1 Learning area English Subject Viewing Title of task A-ma-zing Task details Description of task Students will use a T-chart strategy to orally interpret an image and compare ‘What I see’ (literal meaning) with ‘What I imagine’ (inferred meaning). Type of assessment Formative Purpose of assessment
open the task details page. View Task Details Click this option to view the details of the performance review task. Delete . that displays the title of the step and for each section within the step, the title, version, and type are displayed. Each step must have at least one section.
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Task 3C: Long writing task: Composition Description 25 A description of your favourite place Task 4A: Short writing task: Proofreading and editing 26 Task 4B: Short writing task: Planning 28 Task 4C: Long writing task: Composition Recount 30 The most memorable day of your life Summer term: Task 5A: Short writing
IELTS Academic Writing Task 2 Activity – teacher’s notes Description An activity to introduce Academic Writing task 2, involving task analysis, idea generation, essay planning and language activation. Students are then asked to write an essay and to analyse two sample scripts. Time required: 130 minutes (90–100 minutes for procedure 1-12. Follow up text analysis another 30–40 mins .
