Resource 4 - Assessment Task: Textual Conversations Assessment type Marking Stage Rubric Multimodal Presentation 20 6 Outcomes English Advanced Stage 6 EA12-1 independently responds to, composes and evaluates a of complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EA12-3 critically analyses and uses language forms, features and structures of texts justifying appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning EA12-4 strategically adapts and applies knowledge, skills and understanding of language concepts and literary devices in new and different contexts EA12-6 investigates and evaluates the relationships between texts EA12-9 reflects on, evaluates and monitors own learning and refines individual and collaborative processes as an independent learner Teacher notes NB: The seminar presentation is classed as assessment AS learning, and the learning journal is classed as assessment OF learning. Task Assessment as learning At the of the module, students will be given a module outline. They will then need to select a week where they present (in pairs/threes) a seminar-style multimodal presentation based on the focus for that week. This will require them to analyse an aspect of the text (poem or film) and then present to the class their understanding of a critical reading in relation to the text and facilitate a discussion about this aspect. Each presentation should use one or more of the central characteristics of Romanticism as the basis for their presentation/discussion. These concepts/characteristics should be used to link the texts, the critical material and their personal response. This presentation could include discussion questions, worksheets, visual aids such as Prezi, PowerPoint, iMovie or education games. The critical material is outlined in the unit.
Resource 4 - Assessment Task: Textual Conversations Assessment type Marking Rubric Stage Multimodal Presentation 20 6 Outcomes English Advanced Stage 6 EA12-1 independently responds to, composes and evaluates a of complex texts for understanding, interpretation, critical analysis, imaginative expression and pleasure EA12-3 critically analyses and uses language forms, features and structures of texts justifying appropriateness for specific purposes, audiences and contexts and evaluates their effects on meaning EA12-4 strategically adapts and applies knowledge, skills and understanding of language concepts and literary devices in new and different contexts EA12-6 investigates and evaluates the relationships between texts EA12-9 reflects on, evaluates and monitors own learning and refines individual and collaborative processes as an independent learner Teacher notes NB: The seminar presentation is classed as assessment AS learning, and the learning journal is classed as assessment OF learning. Task Assessment as learning At the of the module, students will be given a module outline. They will then need to select a week where they present (in pairs/threes) a seminar-style multimodal presentation based on the focus for that week. This will require them to analyse an aspect of the text (poem or film) and then present to the class their understanding of a critical reading in relation to the text and facilitate a discussion about this aspect. Each presentation should use one or more of the central characteristics of Romanticism as the basis for their presentation/discussion. These concepts/characteristics should be used to link the texts, the critical material and their personal response. This presentation could include discussion questions, worksheets, visual aids such as Prezi, PowerPoint, iMovie or education games. The critical material is outlined in the unit.
module%20A%20textual%20conversations%20assessment-task.docx