The Victorian Essential Learning Standards supports a combination of assessment practices:

· assessment of learning (summative)
· assessment for learning (formative)
· assessment as learning (ongoing).

When assessing student achievement use the table below which shows a range of assessment criteria, tools and strategies applicable to this unit.
Assessment Focus
Interpersonal learning
Working in teams
· take on different roles and responsibilities
teacher observes and records students’ role taking abilities.
Personal Learning
Individual learner

§ develop and implement a plan to complete tasks within a time frame
complete Action planner and required work in time frame.
§ research a topic with unfamiliar ideas and information for deep understanding.
read information and take notes from resources used.
§ employ a variety of strategies for note-taking, planning, editing and proofreading.
teacher will observe and monitor the strategies students use.
Speaking and listening
§ plan rehearse and make a presentation on their research findings.
teacher to observe during ‘reporting back’ of research findings.
Humanities and history
Historical knowledge
and understanding
§ explain significant events in the development of the Great Wall
§ describe the contribution of significant people in the development of the Great Wall.
students multimedia presentation to show that they have understood the development and history of the Great Wall.
Include information about the significant people in that dynasty.
Humanities and history
Historical reasoning and interpretation
§ use a range of primary and secondary sources to investigate an aspect of the history of the Great Wall of China
§ complete a bibliography.
Complete a bibliography of primary and secondary sources.
Reasoning, process and inquiry
§ students develop their own questions for research.
§ collect relevant information from a range of sources.
Prepare and enter questions on KWLH organiser.
Use recommended resources to gain information.
Reflection, evaluation and metacognition
§ articulate their thinking processes.
Discuss with teacher.
Self evaluation activity completed on Action planner.
Information and Communication technology
ICT for visualising thinking
§ uses graphic organisers to process their thinking.
Complete KWLH , Word web, and Action planner organisers.
Information and Communication technology
ICT for creating
§ students will create an online glossary of historical terms and language.
Enter historical terms and language into online glossary.
Listening viewing and responding
§ organise ideas and information in a logical sequence.
Prepare a logical description detailing their research findings for their final presentation.
§ evaluate the effectiveness of their own presentation.
Complete the evaluation section on their Action planner.

Assessment: Presentation and evaluation
The purpose of the presentation is for the students to demonstrate their knowledge and understanding of the history of the Great Wall through designing a multimedia A–Z alphabet. At the final presentation, each pair of students takes a turn to present their display to their peers and to answer any questions put to them after their performance.
Assessment of learning
The teacher will observe and record each presentation following the criteria for the assessment focus and provide feedback where appropriate. Students will complete a self assessment task ‘THE FOUR RRRR’s (see Unit resources, Appendix 9) at the conclusion of the unit.
Research criteria and rubric
Students create an AZ multimedia presentation that will show the results of their research into the history of the development of the Great Wall of China and its impact on China in 2007. Their presentation can be on a special category or a random AZ list of words that they have found during their research.
Assessment criteria
Towards the level
At the level
Above the level
1. ability to create a colourful title using Word Art or similar program

2. ability to select relevant words to complete an alphabet that would give information about the Great Wall of China

3. ability to select an appropriate image and to insert it into a multimedia presentation.
Title of category or focus

26 slides from A–Z
Each slide contains a single word.
Each word has a definition.

four pictures
Title of category or focus.

26 slides from A–Z
eight slides contain two or more words.
Each word has a definition.

eight pictures
Some colour font selection
Title of category or focus

26 slides from A–Z
14 slides contain two or more words.
Each word has a definition.

12 pictures
A–Z colour and appropriate font selection.

Research project criteria

Name ( student or group)
Title of research
Teacher comments
Depth of understanding
The information demonstrates that the group has researched the topic.

Information is clear and accurate. It includes a bibliography.
They managed time well.

Working in teams
Demonstrated that they worked effectively.
The group was able to work independently and stay on task.

The multimedia presentation is well organised.
Graphics are suitable.