Term 1 Australia: Our Story Personal Inquiry Assessment Guide Name:
Extremely high level High level of learning Satisfactory of learning PREPARATION AND PROPOSAL
Identification of Personal Interests
Fully explain how they became interested and any personal connections they may have had. Interests identified are more than a favourite item and include reasoning. Interests are identified independently but lack detail. (It is a favourite e.g. Animal, team, sport)
Date:
Area for Future improvement Comment
There is one or two interests identified which require teacher support to clarify.
Linking Interests to the Subject Focus and Learning Intentions
Independently makes explains clear links between their interest and more than one of the learning intentions.
Independently makes and explains clear links between their interest and the learning intention.
Contributes their own ideas and with assistance makes links the learning intentions.
Needs the link between their interests and the learning intentions made for them.
Proposal
(It is assumed that all students write in full sentences with correct punctuation)
Completes proposal independently with considerable detail. Able to link and explain with considerable detail what they are hoping to learn about the Subject Focus. Thoughtful and appropriate choice of personal goals.
Able to complete proposal independently. Able to link and explain what they are hoping to learn about the Subject Focus.
Able to complete proposal with a little support. Needs some assistance to link and explain why they are hoping to learn about the Subject Focus.
Extra support and ideas required to complete proposal independently.
Setting Personal goals
Able to set personal goals independently.
Able to set personal goals with little support
Requires teacher support and direction in setting personal goals.
Usefulness of project to others
There is a link and activity involving the community.
There is a link to the community.
The project is targeted at other students.
An attempt is made.
PROJECT
Time management
Independently sets and manages a timeline making changes if necessary. Uses time effectively. Locates information from a wide range of sources and adjusts searches as new information is found Information is in the students own words. Sources are cited. Well prepared to lead conference. Provides clear, detailed and logical information on progress. Independently sets and manages a timeline. Mostly manages their time effectively. Require some assistance to set and follow a timeline. Locates information from some sources. Most items have been researched, beyond their own knowledge and presented mostly in the students own words. Able to lead conference and explain current progress with ERP. Requires full assistance to set and follow a timeline.
Research Skills
Locates information from a wide range of sources. Information is in the students own words.
Requires extensive teacher input to support research. Some information is researched but mostly taken directly from what they already know. Information and progress are not clear. More focus required for conference.
Student-led conference
Well prepared to lead conference. Provides clear and accurate information on progress.
COMPLETION OF PROJECT
Describe the literacy and numeracy links
There are clear links to literacy and numeracy in their project. The student can clearly explain these links. Students determine their own goals. There are links to literacy and numeracy in their project. With assistance students determine their own goals. There are basic links to literacy or numeracy. An attempt is made or this area is not recorded. (writing in sentences, including steps, simple calculations) Teacher provides the goals.
Personal goals achieved
All personal goals have been achieved and exceeded.
All personal goals have been achieved.
Some personal goals have been achieved.
Personal goals are not achieved.
Peer assessment
Responds constructively to feedback given and uses their peers suggestions. Gives constructive feedback to their peers. Demonstrates a unique level of originality. Demonstrates thoughtful and detailed links to the Subject Focus. Exceed the presentation guidelines. Able to articulate a deeper understanding and create new links to the subject focus.
Responds constructively to feedback given. Gives constructive feedback to their peers.
Responds to feedback given from their peers. Gives feedback to their peers.
Unable to receive feedback. Unable to give feedback to others.
ERP presentation
Shows original and creative skills. Links to Subject Focus are clear and related. Follows all of the presentation guidelines.
Is creative and shows some link to Subject Focus. Follows most of the presentation guidelines.
An attempt is made. More evidence of original thought required. Needs to follow the presentation guidelines more closely.
Demonstration and articulation of learning at the EXPO
Can clearly articulate an understanding of the subject focus beyond their interest.
Demonstrate more understanding of the subject focus than their interest.
Demonstrates minimal understanding of the subject focus and talks about their interest.
