A Comparison of Daily Life – Assessment Task

 Assessment Plan

Tuning In

• Revise the content of the unit. Provide the students with opportunities to explain how toys, transport and communication devices have changed over time.

Teacher Instruction

• Ask the students to think of a toy, mode of transport or communication device that they use in their daily lives, that their parents or grandparents would also have used.
• Provide each student with a copy of the A Comparison of Daily Life – Assessment Task. Explain to the students that they will be making a timeline of their chosen toy, mode of transport or communication device to show:
  • what it looked like and how it was used in the past
  • what it looks like and how it is used now
  • how it might look and how it may be used in the future.
• Instruct the students that they will need to:
  • interview a parent or grandparent to gather information about the toy, mode of transport or communication device from the past
  • use photos or illustrations to show what the toy, mode of transport or communication device looked like in the past and what it looks like now
  • clearly label a design for their futuristic interpretation of their chosen toy, mode of transport or communication device
  • present their timelines to the class and explain how their toy, mode of transport or communication device has changed over time.
• Inform the students that they can present their timeline using a:
  • poster
  • PowerPoint presentation (or similar)
  • video
  • method approved by the teacher.
• Ensure that the students understand that they will need to complete the interview aspect of the assessment at home as part of their homework.

Guided/Independent Learning

• Provide the students with an appropriate amount of time and resources to complete their timelines in class. While the students are creating their timelines, ask them:
  • What method are you going to use to present your timeline?
  • What toy, mode of transport or communication device have you chosen?
  • How has your toy, mode of transport or communication device changed over time?

Wrapping Up

• After the students have made their timelines, allow these to be presented to the class. Encourage the students to provide and receive feedback.
• Collect the timelines in order to assess each student’s understanding of the unit objectives.

 Differentiation

Extending Students

• Encourage more capable students to challenge themselves by using ICT to present their timelines.

Supporting Students

• Encourage less confident students to present their timelines using photos.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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