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Assessment > Medium term > Assessment criteria |
The following may be considered as medium term assessment :
Although you will use the level descriptors to make a 'summative best fit' assessment at the end of the key stage, you will probably also like to monitor pupils progress at the end of each unit of work. The following criteria bank only relates to this unit and its purpose is to : Break the assessment of the unit into small manageable parts, enabling teachers to identify areas of achievement give confidence to pupils by showing progress, however small inform future planning Enable staff to show progress with individual pupils or whole classes. To provide data for statistical analysis
Expectation from this unit can be summarised as :
Most pupils will: understand the differences between a quiz and a questionnaire, being able to identify types of questions and their appropriateness. They can give examples of where quizzes have been used and the role of a questionnaire. Pupils will structure a quiz of their own, gathering resources from the Internet. This will then be created using a word processor. They will also understand the importance of 'sample size'. Some pupils will not have made so much progress and will: be able to give examples of quizzes and questionnaires but find greater difficulty when structuring their own quiz. Resources for the quiz may need additional guidance and the final word processed outcome may not be presented very well. Pupils understand 'sample size' but are unable to discuss its importance. Some pupils will have progressed further and will: understand the differences between a quiz and a questionnaire, being able to identify a greater range of question types. They can give examples of where quizzes have been used and the role of a questionnaire for finding out information for later analysis. Pupils will structure a quiz of their own, gathering resources from the Internet and other sources. This will then be created using a word processor. They will also understand the importance of 'sample size' and be able to discuss the way information can be presented to show a particular focus. Levels are reported as whole numbers with intermediate progress as letters. Each level subsumes the previous level. If this unit has been completed as a paired activity thought must be given to how evidence of individual progress is gathered.
Level | Skill | Knowledge & Understanding
'Our Town' has been designed to concentrate on the knowledge and understanding of quizzes and questionnaires and as such will not require a high level of skills to be achieved. Most pupils should reach level 4/5 but further progress is difficult without additional tasks and time. However, pupils can show a greater knowledge and understanding and therefore this has more available criteria.
4 | With help, can use a word processor to create a set of questions. Has used the Internet to find information and with help can save text and images into their work area. | Pupils understand the difference between a quiz and a questionnaire, they can also give examples. Pupils use a word processor to create a set of questions - these may not be in the style of a quiz.
4c | Greater use of advanced searching techniques, e.g. specific keywords. Can confidently save text and images from the Internet. Can use the functions of a word processor to create a quiz that includes a range of formatting skills. Can copy and paste, edit and format information suitable for the intended audience. | A greater understanding of quizzes and questionnaires and where they can be used. Knows that questions can have different styles and can identify the common ones. Understand the term 'local' when applied to their quiz and gathering resources. Has created a quiz suitable for the intended audience.
4b |  | Has a developing sense of question structure and can understand open and closed questions. Questions are structured so that they are fit for purpose. Can create their own quiz based on information found. Understands the difference between fact and hearsay. Can create an answer sheet using a straightforward marking system.
4a | Work is organised and stored appropriately for easy retrieval. Sources are acknowledged and recorded. Where appropriate the quiz has been shared with others, e.g. email to family members. | Has developed a quiz using a range of question types. The information has been gathered from local sources and has been checked for its appropriateness. Pupils demonstrate an understanding for protecting personal information. The answer sheet uses a marking system that may be differentiated, e.g. 4 parts, 1 mark for each part.
5 |  | Pupils have created a successful quiz based around local facts gathered from the Internet and other sources, e.g. digital camera. They can discuss the differences between a quiz and a questionnaire and understand the term 'sample size' and its importance when analysing information. The quiz has a suitable answer sheet.
5c | Pupils have reflected on comments by those completing their quiz and made suitable modifications. They have also used these to show an understanding of 'information analysis'. This inevitably means a better understanding of 'sample size'. Their complete quiz shows a developing awareness of layout, presentation and space, including where responses should be put.
5b | Pupils reaching this level should be able to demonstrate an understanding of quizzes and questionnaires allowing them to discuss their significance in today's society. This may involve aspects of Spam questionnaires on the Internet to the use of TV type quizzes that are supposed to represent sections of the community e.g. shows such as BBC 'Test the Nation'. Pupils should demonstrate suitable knowledge of word processing and Internet searching techniques.
5a 6 | Delivering this unit over 3 lessons may not give sufficient time for pupils to work in depth, therefore they may not be able to demonstrate a deeper level of understanding or technical knowledge. Where pupils have, they should be able to show that the quiz questions have been chosen for particular reasons and that the question styles are matched to the content. That they have chosen these styles because of later analysis. Pupils would have had their quiz completed by a significant number of people and evaluated their responses.