Assessment 2 overview

What is assessment 2?

Assessment 2 is composed of five assessable elements, all of which are developed throughout the unit in blogs, tasks, interactions and planning. Although students will be assessed on their performance at the event more weighting is placed on their progression and iniative demonstrated throughout the unit. This involves critical thinking given through feedback, idea suggestions, ICT creations and demonstration, use of knowledge in thinking routines and higher order thinking demonstrated. All these elements can been seen in blog reflections, planning and dicussions in wikis, Maasai portfolios. Although communication and collaborative skills can't be recorded they are still evident in anecdotes in blog reflections and the learning history and group work recorded in the wiki. All group pages should be a portfolio of the learning journey undertaken.

The five assessable elements or final creation are listed below

How are they assessed?
Blog reflections
Individual grade is given to each student
based on their blog entries.
Group pages
Group grade is given to group based on their
planning and group page outline. Individual grade
is given to each individuals cooperation in developing
this page.
Class page
Class grade is given. Grade is also given to each groups contribution.
Another grade is also given to each student's contribution within their
Maasai portfolio
Class grade is given based on the diversity and quality of resources collected
and the way these have been used. Individual grade is given to each student
based on their research and contribution to this portfolio.
The event itself
Group grade is given for each group's performance. Individual grade is given
to each individual's cooperation and collaboration in making the event
run smoothly

Blog reflections

Students reflect on in their blogs each week by answering a specific question, brainstorming, writing incidents (personal reflections), creating something with ICT, collecting occasional resources or talking about what they've learnt. Each week will specify what question or topic students are to reflect on and how they are to reflect on it. Example given in blog reflection example page. Student are also to add additional reflections which will include their personal reflections, creations, and resources collections. These additional reflections should be individual, creative, expressive and demonstrative of ideas, learning, activities and progress the students has participated in. To gain a higher mark students should show iniative taking extra time to personalise their blog. Since the coarse isn't all about the blog student's time should be spent solely on this. In other words the blog shouldn't include extensive and elaborate creations, whole essays and extensive arguments. Rather reflections should be quick, with made-up-in-the-moment ideas and simple eyecatching creativity.

Criteria for blog:

Creative and critical thinking is evident in ideas, opinions, recounts and personal expression
A range of ICT media is used in blog creations
Personal learning journey is clearly evident and demonstrates appropriate knowledge accumulation
Correct grammar, referencing, formatting and use of language is evident
Weekly reflections show indepth understanding of content and purpose of unit
Blog is individual, different and interesting to read through its personalisation

Group pages

Each group (five groups) have their own group page. The purpose of this is for the group to write down their ideas, document their planning, collect resources, and record discussions and ideas developed. The page should be a documentation of the groups' learning journey in their planning and project development. It should show the ideas the group began with, who had those ideas, what was done with those ideas, the plans developed, the progress made with those plans, the resources collected to create and implement those plans, other ideas and creations that perhaps changed the plan, how it was changed, and the new resources etc or roles needed to fulfill those plans. This is the cycle or kind of planning that should be evident. When an idea or plan is develop it should be clearly outlined so the whole groups knows what will be happening and what needs doing. Wiki's are interactive. One students may write down roles that need fulfilling, other students will put their name under those roles, another student may add a task or role and so on. The group pages should be creative. For example each member may want to write in a different colour to improve looks and identification. Overall there should be enough material and resources so the teacher can clearly see what has been planned, who has done what, what ideas have been generated and how the plans have been implement, what steps were taken. The group page is the learning journey the group has taken. Group pages also serve the purpose of informing other groups what each group is doing. This enhances cooperation. It is also so each group can backtrack and use resources/ideas from previous weeks and revise their learning.

When students are given an individual grade for their participation in creating the group page they will be assessed upon:

The ideas they contributed
How well they responded to other ideas, developed them
The iniative evident in them carrying out their role and supporting other group members
The amount they contributed to writing up plans and documenting progress

The first six weeks of planning in the group pages is assessed in assignment 1. Therefor the group page in this assignment will only be assessed from week 7 onwards, however consideration is given to how well rounded the learning journey appears. For example having a patchy first six weeks won't contribute well to the final six weeks.

Criteria for group pages:

Proper formatting, referencing, grammar and English is evident
Group page clearly and creatively demonstrates a well rounded learning journey
All plans are written up including resources needed, tasks, roles, and when and how everything should be done (not elaborate)
Effective group work is evident in ideas listed, decisions made and informal recorded discussions.

Some resources are includes such as articles, videos, image, and podcasts etc.

Note: The group pages should be well formatted and easy to read however should be drafts of plans and ideas. It should not be a perfectly structured essay but rather a raw reflections of the groups' learning journey.

Class page

Class page is assessed in much the same way as the group page, however is less detailed and more of an overview/synthesise of the groups' plans put together. The class page should include:

The overall plan for the event + what each group will be doing
Resources, websites and contacts used to create the project/event
Ideas, suggestions and informal discussions between members from different groups.
The progress of event, what each group has done and any changes made to the venue, sequence or
presentation of the event.

Throughout many weekly activities students are required to have class discussions and make notes in the group page. In weeks following from week 6 in each group takes turns to upload their group's plan onto the class page where they received feedback from other groups. All major feedback is recorded. Students should put their name next to their ideas. The purpose of the class page is to provide a documentation of what is happening in the class. This is so students can update their plans and have an outline to go by. The class page should be used for communication. Someone suggests and ideas, or advertises a change and other class members respond. It may be hard for students to determine exactly how much detail is put on this page. This is explained in more detail on a criteria sheet and through teacher modelling. Like with group pages their should be sufficient evidence demonstrating the decisions, plans, progress and learning journey of the class.

Each group is assessed on their cooperation and contribute towards developing the class page. Each invidual is assessed based on their contribution to writing up plans, putting forward ideas and assisting other groups.

Note: Since the organisers are the leaders/overseers they will be largely responsible for the class page development.

Criteria for class page:

Proper formatting, referencing, grammar and English is evident
Class page clearly and creatively demonstrates the class's basic learning journey

Major plans/decisions are written up including resources, roles of other groups, and the basic draft of how everything is done (not elaborate)
Effective group work is evident in ideas listed, decisions made and informal recorded discussions.

Some resources are includes such as articles, videos, image, and podcasts etc.

Maasai portfolio

The Maasai portfolio is formed in the Maasai pages section. All groups and individuals must collect resources, articles, video, images, podcasts and/or other media material that represents what has been learnt. Some weeks include resource collection as part of the weekly activities and will specific what the resources should be about. The teacher will assist with resources identification, retrieval and referencing.

The Maasai section has four pages (see Wiki). Students may add pages. Resources should be put into the most appropriate page. at the end of term it is expected there will be sufficient resources that demonstrates class knowledge of Maasai topics. This may mean ten resources per page which is roughly two resources per student however the more items collected the more learning will be enhanced and greater knowledge demonstrated. As well as putting resources together students should add comments, create a simple story using images, or record a dicussion or think routine based on an article etc. This isn't compulsory however will demonstrate greater student knowledge, insight, and iniative contributing to a higher grade. Resources used in group/class pages may be duplicated in the Maasai portfolio. Overall the Maasai pages are creative cultural resources that visitors or other classes can view/learn from.

Maasai portfolio individual grades will be awarded to students based on their contribution alone in developing the pages. This includes type/amount of resources, use of resources (are they sequential? do they serve a purpose? tell a story?), creativity, ideas and personal interaction added.

Criteria for Maasai portfolio:

Proper formatting, referencing, grammar and English is evident as well concise and sequential resource organisation
A variety of interesting media resources are included (not just text articles)
Personal creativity is added in the ideas and discussions evident, and in resources use/purpose
Holistically the portfolio is an interesting, well organised, and informative resource, all pages having a balanced collection

The event

The event, detailed in the 'outcome page', should be theatre show hosting live presentations, performances, and/or panels. As well as having a theatre show there should be African artefacts, food and music to compliment afterwards. The event can be hosted outside, within the school, on another premise of within the school. How it is done is up to the class itself with direction and scaffolding from the teacher.

Each group will be rated on the part they play in the event. The organisers will be rated on how they greeted the guests, the way the room was set up and the sequencing of events. The artists will be rated based on the artefacts provided and their explaination of these materials. Each individual will be rated on their cooperation and iniative. Carrying out a project like this is amount effective teamwork. To what extent did each individual fulfill their role? Note that this criteria isn't the biggest part of the assessment.

Criteria for event:

Event is well organised, simple and creative
Important messages are presented to persuade audience backed up with evidence
Event is meaningful and moving
Event is interesting creative, and expresses the talent of each student


Marzano, R., Pickering, D., Arredondo, D., Blackburn, G., Brandt, R., Moffett, C.,
Paynter, D., Pollock, J. & Whisler, J. (1997). Dimensions of learning:
Teacher’s manual 2nd edition. Colorado: Mid-continent Regional Educational