Studies of Society and Environment Assessable elements and descriptors of quality for A–E Assessable elements and descriptors support teacher judgments about the standard a student has achieved. Assessable elements: Descriptors: identify the valued features of the key learning area to be assessed indicate the qualities evident in student work • • draw from the two dimensions of the Essential Learnings: Ways of working use an A–E scale. • • and Knowledge and understanding can be used together or independently when designing assessment. • Assessable Descriptors elements A B C D E The student work demonstrates evidence of: Knowledge and Comprehensive knowledge and Thorough knowledge and Satisfactory knowledge and Variable knowledge and Rudimentary knowledge and understanding of concepts, facts understanding of concepts, facts understanding of concepts, facts understanding of concepts, facts understanding of concepts, facts understanding and procedures and procedures and procedures and procedures and procedures Investigating Insightful identification of issues, Effective identification of issues, Competent identification of Variable identification of issues, Minimal identification of issues, development of questions, and development of questions, and issues, development of development of questions and development of questions and use of inquiry processes use of inquiry processes questions and use of inquiry use of inquiry processes use of inquiry processes processes Discerning analysis and Logical analysis and evaluation Relevant analysis and Narrow analysis and evaluation Cursory analysis and evaluation evaluation of evidence and of evidence and information to evaluation of evidence and of evidence and information to of evidence and information to information to draw draw conclusions information to draw credible propose obvious conclusions propose conclusions reasoned conclusions conclusions Communicating Clear and accurate Coherent and accurate Sound communication Disjointed communication using Unclear communication using communication conforming to communication conforming to conforming to the conventions some conventions of text types some conventions of text types the conventions of text types the conventions of text types of text types Participating Skilful use of strategies to act on Effective use of strategies to act Appropriate use of strategies to Variable use of strategies to act Minimal use of strategies to act issues on issues act on issues on issues on issues Reflecting Perceptive reflection on Informed reflection on Relevant reflection on Superficial reflection on Cursory reflection on investigations, values, investigations, values, investigations, values, investigations, values, investigations, values, perspectives and learning perspectives and learning perspectives and learning perspectives and learning perspectives and learning
Studies of Society and Environment Assessable elements and descriptors of quality for A–E Assessable elements and descriptors support teacher judgments about the standard a student has achieved. Assessable elements: • identify the valued features of the key learning area to be assessed • draw from the two dimensions of the Essential Learnings: Ways of working and Knowledge and understanding • can be used together or independently when designing assessment. Descriptors: • indicate the qualities evident in student work • use an A–E scale. Assessable elements Descriptors A B C D E The student work demonstrates evidence of: Knowledge and understanding Comprehensive knowledge and understanding of concepts, facts and procedures Thorough knowledge and understanding of concepts, facts and procedures Satisfactory knowledge and understanding of concepts, facts and procedures Variable knowledge and understanding of concepts, facts and procedures Rudimentary knowledge and understanding of concepts, facts and procedures Investigating Insightful identification of issues, development of questions, and use of inquiry processes Effective identification of issues, development of questions, and use of inquiry processes Competent identification of issues, development of questions and use of inquiry processes Variable identification of issues, development of questions and use of inquiry processes Minimal identification of issues, development of questions and use of inquiry processes Discerning analysis and evaluation of evidence and information to draw conclusions Logical analysis and evaluation of evidence and information to draw reasoned conclusions Relevant analysis and evaluation of evidence and information to draw credible conclusions Narrow analysis and evaluation of evidence and information to propose obvious conclusions Cursory analysis and evaluation of evidence and information to propose conclusions Communicating Clear and accurate communication conforming to the conventions of text types Coherent and accurate communication conforming to the conventions of text types Sound communication conforming to the conventions of text types Disjointed communication using some conventions of text types Unclear communication using some conventions of text types Participating Skilful use of strategies to act on issues Effective use of strategies to act on issues Appropriate use of strategies to act on issues Variable use of strategies to act on issues Minimal use of strategies to act on issues Reflecting Perceptive reflection on investigations, values, perspectives and learning Informed reflection on investigations, values, perspectives and learning Relevant reflection on investigations, values, perspectives and learning Superficial reflection on investigations, values, perspectives and learning Cursory reflection on investigations, values, perspectives and learning
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