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Girls group work
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Learning area:EnglishLevel: Years 5 and 6

Description

Nature of the assessment task

Students will identify and discuss the appeals and persuasive strategies used in a number of print advertisements before designing their own advertisement concept for a magazine or newspaper. They will then present their concept orally to a group or the class and explain the persuasive strategies they have used.

The success criteria for the completed assessment task are:

  • an ability to develop a concept design of an advertisement for an audience
  • an awareness of the target audience
  • relevant and appropriate content in the oral presentation
  • an ability to structure an oral presentation
  • effective skills of oral presentation.

State and Territory Curriculum Connections

Australian Capital Territory

Activities leading up to the assessment task involve the students in aspects of Essential Learning Achievements 8 and 11.

The actual assessment task focuses on the Later childhood band ELA8 (English): 8.LC.1, 8.LC.3, 8.LC.6, 8.LC.7 and 8.LC.9; and ELA11 (English) 11.LC.1, 11.LC.2, 11.LC.5 and 11.LC.9.

New South Wales

Activities leading up to the assessment task involve the students in Talking and listening, Reading and Writing.

The actual assessment task focuses on Stage 3 English: Talking and listening TS 3.1, TS 3.2; Writing WS 3.9, WS 3.12.

Northern Territory

Activities leading up to the assessment task involve learners in elements of the Listening and speaking; Reading and viewin; and Writing.

The actual assessment task focuses on Band 3 English: Listening and speaking 3.1, 3.2, 3.3; and Writing 3.1.

In addition, the task reflects aspects of the EsseNTial Learning outcome Creative Learner 2, Cross Curricular Perspectives Learning Technology, and the Health and PE Promoting Individual and Community Health Strand.

Queensland

Activities leading up to the assessment task involve the students in aspects of Ways of working; Knowledge and understanding (Speaking and listening).

The actual task focuses on English Essential Learnings by the end of year 5: Ways of working; Knowledge and understanding (Speaking and listening; Writing and designing; Literary and non-literary texts).

South Australia

Activities leading up to the assessment task involve the students in aspects of Speaking and listening; Reading and viewing,;and Writing.

The actual assessment task focuses on Standard 3 English: Texts and contexts 3.2, 3.3, 3.4; Language 3.6, 3.7, 3.8; and Strategies 3.10.

In addition, the task and activities reflect aspects of the Essential Learnings of futures, thinking and communication.

Tasmania

Activities leading up to the assessment task involve the students in aspects of Reading; Writing; Speaking and listening.

The actual assessment task focuses on Standard 3 English: Writing and representing, Speaking and listening, Thinking.

Victoria

Activities leading up to the assessment task involve the students in aspects of English: Speaking and listening, Reading, and Writing.

The actual assessment task focuses on the standards for Level 4 English: Speaking and listening, and Writing.

Use of the student rubric provides students with an opportunity to manage their own learning. (Personal Learning: Managing personal learning.)

Western Australia

Activities leading up to the assessment task involve the students in aspects of Listening and speaking; Reading; Viewing; and Writing.

The actual assessment task focuses on Levels 3, 4, 5 English: Listening and Speaking LS3.3, LS3.4, LS4.3, LS4.4; Writing W3.3, W3.4, W4.3; Viewing V3.1, V3.2, V3.3, V4.2, V4.3, V5.3.

In addition, the task and activities reflect aspects of the Curriculum Council's Overarching Learning Outcomes 1 and 7, and the general English Learning Outcomes 1, 3, 4 and 6.