about what they need to do to achieve a particular standard? Does it meet the requirements of the assessment technique? Does the task scope allow opportunities to address the assessment technique? Are we assessing them on what we are asking them to do? Does the assessment task require the creation of a product that has a real world context and realistic and targeted audiences, where applicable? Is there an annotated exemplar of the assessment item? Language Does the task provide definite instructions that clearly state what the students must do? Does the task require students to engage in a range of Higher Order Thinking skills (CCEs & Bloom’s taxonomy)? Does the task sheet identify the essential vocabulary and the appropriate language needed to complete the task? Equity & Student Voice Does the task provide opportunities for all students to achieve the standards? Can the presentation of the assessment be negotiated between teachers and students to ensure success for all students? Is there an opportunity for student voice to influence what, how, when and where the assessment is completed and the modes in which it is completed and presented? Is the assessment designed around students’ capabilities and/or interests, fostering individual talents and encouraging learning success? Layout Is the task on our school assessment template? Does it use a format that allows students to navigate the assessment? Does it include cues, visuals, sequencing and format that are clear and appropriate for the task? Conditions Are the conditions consistent with Senior Syllabus/VET Competency Standards/Australian Curriculum/QCARF requirements? Is the task able to be completed within the set conditions? Does the task provide an opportunity for the student to receive verbal and written feedback? Alignment Does the task align with the planned curriculum and requires students to engage in higher level thinking skills that address the ‘Deep Understandings’ and ‘Essential Questions’ foregrounded in the unit? Endorsement: Curriculum Coordinator HOD
about what they need to do to achieve a particular standard? Does it meet the requirements of the assessment technique? Does the task scope allow opportunities to address the assessment technique? Are we assessing them on what we are asking them to do? Does the assessment task require the creation of a product that has a real world context and realistic and targeted audiences, where applicable? Is there an annotated exemplar of the assessment item? Language Does the task provide definite instructions that clearly state what the students must do? Does the task require students to engage in a range of Higher Order Thinking skills (CCEs & Bloom’s taxonomy)? Does the task sheet identify the essential vocabulary and the appropriate language needed to complete the task? Equity & Student Voice Does the task provide opportunities for all students to achieve the standards? Can the presentation of the assessment be negotiated between teachers and students to ensure success for all students? Is there an opportunity for student voice to influence what, how, when and where the assessment is completed and the modes in which it is completed and presented? Is the assessment designed around students’ capabilities and/or interests, fostering individual talents and encouraging learning success? Layout Is the task on our school assessment template? Does it use a format that allows students to navigate the assessment? Does it include cues, visuals, sequencing and format that are clear and appropriate for the task? Conditions Are the conditions consistent with Senior Syllabus/VET Competency Standards/Australian Curriculum/QCARF requirements? Is the task able to be completed within the set conditions? Does the task provide an opportunity for the student to receive verbal and written feedback? Alignment Does the task align with the planned curriculum and requires students to engage in higher level thinking skills that address the ‘Deep Understandings’ and ‘Essential Questions’ foregrounded in the unit? Endorsement: Curriculum Coordinator HOD
gvc-implementation.docx