documentary or sequence. Provide individual assistance to students as required. 5–10 min per student Students read through and Support students setting to Making (including set-up and discuss their own justification, up camera and tripod. Judgements pack up time) showing examples from their Assess students. Desk, chair, other production and the associated props as planned by Students who are not process. Each presentation students presenting may need to should go for a maximum of 5 have other activities for minutes. set-up times. Resources for the assessment Appendix A Composition/framing tips Appendix B Editing and filming tips for documentary production Appendix C Adapting this assessment technology resources — Appendix D Glossary: Media vocabulary During the learning process, you and your students should have developed a shared understanding of the curriculum expectations identified as part of the planning process. After students have completed the assessment, identify, gather and interpret the information provided in student responses. Use only the evidence in student responses to make your judgment about the quality of the student learning. Refer to the following documents to assist you in making standards-referenced judgments: Guide to making judgments Indicative A response Sample responses (where available). Making judgments about this assessment While the learning experiences throughout this assessment encourage group work and collaborative planning, the assessable components of this assessment are individual. Students may work with others to assist them in the set-up or filming of some of their observational or interview sequences (if they are filming themselves) but the student being assessed must be making the key creative decisions. Teachers are encouraged to observe and document this throughout the production process as well as consulting the student’s pre-production documentation. It is recommended that no more than 20% of the completed production incorporate archival footage or footage not shot by the student being assessed. For further information, refer to the resource Using a Guide to making judgments, available in the Resources section of the Assessment Bank website.
documentary or sequence. Provide individual assistance to students as required. 5–10 min per student (including set-up and pack up time) Students read through and discuss their own justification, showing examples from their production and the associated process. Each presentation should go for a maximum of 5 minutes. Support students setting up camera and tripod. Assess students. Students who are not presenting may need to have other activities for set-up times. to Making Judgements Desk, chair, other props as planned by students Resources for the assessment Appendix A Composition/framing tips Appendix B Editing and filming tips for documentary production Appendix C Adapting this assessment — technology resources Appendix D Glossary: Media vocabulary During the learning process, you and your students should have developed a shared understanding of the curriculum expectations identified as part of the planning process. After students have completed the assessment, identify, gather and interpret the information provided in student responses. Use only the evidence in student responses to make your judgment about the quality of the student learning. Refer to the following documents to assist you in making standards-referenced judgments: Guide to making judgments Indicative A response Sample responses (where available). Making judgments about this assessment While the learning experiences throughout this assessment encourage group work and collaborative planning, the assessable components of this assessment are individual. Students may work with others to assist them in the set-up or filming of some of their observational or interview sequences (if they are filming themselves) but the student being assessed must be making the key creative decisions. Teachers are encouraged to observe and document this throughout the production process as well as consulting the student’s pre-production documentation. It is recommended that no more than 20% of the completed production incorporate archival footage or footage not shot by the student being assessed. For further information, refer to the resource Using a Guide to making judgments, available in the Resources section of the Assessment Bank website.
els_sa_documenting_me_guide.docx