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ESS - Ensuring Student Learning

Name: Tyrone Tornabene

Date: 21/09/2014
Student Number: S0230170
Assessment Task 2
Reporting and Assessment Package

Assessment & Reporting Package

Assessment is a process which monitors students progress in a specific area while
reporting is the act of collating all the information together to make the achievements
of the child available to a variety of audiences (Brady & Kennedy, 2012). In the
context of a classroom educator, assessment must be relative to the school
curriculum and what the students need to learn (Brady & Kennedy, 2012).
The purpose of creating assessment for students does not lie solely in informing
others but also informing the student themselves and giving the teacher an idea on
what areas they need to improve on so they can extend and refine their learning
(Brady & Kennedy, 2012).
The Australian Curriculum Studies Association (ASCA, 1994) defines assessment
principles as a list of strong statements that all assessment pieces should follow.
ASCA (1994) state that assessment should facilitate learning, refer to explicit criteria,
identify strengths and achievements, cover the curriculum, encourage a variety of
learning outcomes, use a range of teaching strategies, involve teacher judgment,
enable self-assessment, co-operative learning, negotiated tasks, provide more than
one opportunity to achieve student success and be sensitive to diversity.
This assessment and reporting package is based around a year six history unit
focusing upon learning about womens rights in the past and present and how the
suffragette movement changed womens roles in Australian society. This directly
relates to specific curriculum in ACARA for year six history regarding students
learning about the status and rights of women in Australia.
The summative assessment piece for this unit is a projective investigation displayed
through the format of an information report which is a culminating task that occurs at
the end of the term. The report will go through the four questions involved in the
projective investigative process, as well as follow the dimensions of learning (DoL) 4
graphic organizer which gives students headings and a step by step process to
follow. There are also examples of formative assessment available in the package
with teaching strategies outlined for how they can be used in the classroom to check
for student learning. These formative assessments occur at separate stages
throughout the unit as small tasks that take place during class time that can be used
as evidence for the teacher (Brady & Kennedy, 2012).
Wiggins (1996) assert that authentic, credible assessment is created when the
assessment asks the student to critically question standardized beliefs or views,
question strong personal beliefs, explain the importance of information, provide
models, make subtle distinctions and see the plausibility of prejudice views and
principles. The summative task in this reporting package asks students to provide a

graphic organizer or model, question womens rights today and justify whether they
believe they are equal or not, make subtle distinctions between historical terms and
evaluate prejudice views such as sexual discrimination.
This information report is authentic as it relates to knowledge and understandings of
womens rights and roles in the real world context. It is also defined as a standardsbased assessment because it uses criterion-referencing to base a students
performance in relation to the expected curriculum at their current year level (Brady &
Kennedy, 2012).

Unit title: Suffragette

Year level(s): 6
KLA(s): History
Duration of unit: 10 Weeks
Identify curriculum (Content descriptors, Essential Learnings or other curriculum
Key Questions &
Rationale for the Unit/context
The unit will focus upon students learning about the gradual change to womens rights in
Australia since the suffragette movement and how this progression affected events like
the bar on married women working, equal pay and the sex discrimination act.
When students reach the age of grade six, they are starting to identify more closely the
differences between men and women. They begin to perceive their roles and rights in
society. This makes this unit essential for students to understand how the significant
events that led up to womens rights reaching what they are in Australia today are
The assessment at the end of the unit will be a projective investigation which will allow
students to look at the past and present of womens rights, how the suffragette
movement affected them and what womens rights would be like if the suffragettes
never happened. The students will also be given a chance at the end to justify their
opinion on whether or not womens rights are equal to mens in contemporary society.
Curriculum content descriptors OR
Curriculum content descriptors OR
Ways of working
Knowledge and understanding
Historical Knowledge and Understanding - Australia as a Nation:
Experiences of Australian democracy and citizenship, including the status and rights of
Aboriginal people and/or Torres Strait Islanders, migrants, women, and children.
Historical Skills:
Chronology, terms and concepts
Use historical terms and concepts (ACHHS118)
Historical questions and research
Identify questions to inform an historical inquiry (ACHHS119)
Analysis and use of sources
Locate information related to inquiry questions in a range of sources. (ACHHS121)
Perspectives and interpretations
Identify points of view in the past and present (ACHHS123)
Explanation and communication
Develop texts, particularly narratives and descriptions, which incorporate source
materials (ACHHS124)

Procedural Knowledge
(specific for this unit & context)
PK 1 - Research information based on
inquiry questions using a variety of
valid sources.
PK 2- Identify both present and past
perspectives of the suffragette
movement and womens rights.
PK 3 - Write a projective investigation
report, following the format correctly.
PK 4 - Use DoL 4 Investigation
graphic organizer to plan report.
PK 5 - Develop historical inquiry
questions to inform research.

Declarative Knowledge
(specific for this unit & context)
DK 1 - Suffragette movements purpose, what
they achieved and how it affected womens
rights in Australia.
DK 2 - Process of investigation and how to
use the graphic organizer.
DK 3 - Difference between valid an invalid
DK 4 - The format of a historical information
DK 5 - Womens rights in the past and the
present and the stepping stones that led to
womens rights today.
DK 6 - How to write historical inquiry

Suffragette Movement - Information Report

Year 6 History
Unit: Suffragette Movement
Task description:
You will create a projective investigation based upon the suffragette movement
developed in the format of an information report. The report must answer the inquiry
questions identified previously in the unit and refer to relevant research. There will be
three key components of the assessment task - the researching using necessary books
and computers, the planning using the graphic organizer, and the publishing of your
information report.
Week 6 - Practice writing the format of an information report.
Week 7 - Researching for your information report. Create inquiry questions and
find the sources you need and write them down. Make notes of your research in
your work books.
Week 8 - Begin to plan and draft your information report. Complete graphic
organizer with notes from research.
Week 9 and 10 - Publish your information report using a proper format and type it
out on the computer, including a reference list.
Due Date/s: At the end of the unit in week ten of term 3 in our last history lesson, this
will be due.
Inquiry questions to inform research created and listed. Include a reference list at
the bottom of your page including the name of the author, title, date it was
published and the web address.
Planning - Information Report
Use of the graphic organizer of investigation to plan and draft the information
Publishing - Information Report
Clearly identify the hypothetical event and develop a question (womens rights in
Australia if suffragette movement never happened).
Identify what is known about the suffragette movement and what is agreed upon
regarding womens rights in modern society.
Identify a confusion or contradiction about womens rights and explain in detail.
Develop and defend a resolution to the confusion or contradiction, answering the
hypothetical question using information from sources and explain how womens
rights can be made more equal in todays society.

Assessment Task Criteria Sheet


Student Name:
Knowledge and
understanding of
Suffragette movement and
how it affected the status
and rights of women in
Australia evident in
Information Report.
Knowledge and
understanding of past and
present perspectives on
womens rights.

Use of DoL 4 process of
Investigation in the
Information Report and
graphic organizer used
correctly to draft and plan
the assessment piece.


Suffragette movement
explained including its
purpose, intent, date of
creation and first members. All
of the suffragette movements
achievements explained with
factual research to back up
claims. Makes links between
status and rights of women in
Australia to the suffragette
movement with factual
research. Links to how the
suffragette movement has
helped womens rights in at
least three other country
outside of Australia.

Suffragette movement
explained including its
purpose, intent, date of
creation and first members. At
least four of the suffragette
movements achievements
explained with factual
research to back up claims.
Makes links between status
and rights of women in
Australia to the suffragette
movement with factual
research. Links to how the
suffragette movement has
helped womens rights in at
least one other country
outside of Australia.

Suffragette movement
explained including its
purpose, intent, date of
creation and first members. At
least three of the suffragette
movements achievements
explained with some research
to back up claims. Makes links
between status and rights of
women in Australia to the
suffragette movement with
some factual research.

Suffragette movement briefly

mentioned with
misconceptions to its purpose
and intent. At least two of the
suffragette movements
achievements were listed and
explained in brief terms with
little reference to factual
research. Status and rights of
women in Australia is
identified but not expanded on
and lacks research to back up

No mention of the suffragette

movement in the report or any
of the achievements that
followed from the movement
including the formation of the
movement, women during
world war I & II, the womans
weekly magazine, the bar on
married women working and
the pill. Status and rights of
women in Australia is based
on misinformed and incorrect

Knowledge and understanding

of change in womens rights is
satisfactory with research
evident and two specific
important events that pushed
womens rights forward
mentioned. Projective
investigative question
answered with an
approximated answer as to
what womens rights would be
like without the suffragette
movement in Australia.

Knowledge and understanding

of change in womens rights
from the past to now is limited
with no research evident.
Projective investigative
question answered and
mentioned the suffragette
movements relevance in the
progress of womens rights in

No evidence of knowledge
and understanding of the
change in womens rights from
the past to now. No mention of
how womens rights would be
without the suffragette
movement in Australia.

DoL 4 graphic organizer was

used correctly with two or
three short relevant notes in
each box detailing the
information that would go in
there. Planning was coherent
and structured and put
relevant research into correct

DoL 4 graphic organizer was

not used effectively and did
not have specific notes in
each box to plan a coherent
draft. Planning did occur but
lacked headings structure.

DoL 4 graphic organizer was

not used to draft report.
Planning for report was not
evident at all or was
unintelligible and distorted.

Knowledge and understanding

of change in womens rights is
highly sophisticated with
factual research of five
specific important events that
pushed womens rights
forward. Projective
investigative question
answered explaining what
womens rights would be
without the suffragette
movement in Australia and the
rest of the world. Make links to
how womens rights compare
in the past and present in
Australia to other countries in
the world where womens
rights are not valued.
DoL 4 graphic organizer was
used correctly with five or
more complex sentences in
each box which are written in
a formal way which suits the
context of an information
report. Planning was
structured, coherent and
showed extensive research
into all areas of the graphic

Knowledge and understanding

of change in womens rights is
sophisticated with factual
research of four specific
important events that pushed
womens rights forward.
Projective investigative
question answered explaining
what womens rights would be
without the suffragette
movement in Australia and the
rest of the world.

DoL 4 graphic organizer used

correctly with four or five
sentences in each box
detailing information that
would go in there. Planning
was structured, coherent and
showed extensive research
into several areas of the
graphic organizer.

Inquiry questions developed

to inform factual research
which uses a variety of valid
sources and includes a
reference list.

Compose Information
Report with proper format
based on structure of a
projective investigation
based on DoL 4 graphic

Resolution to report
answers the hypothetical
question and justifies how
womens rights can be
improved today.


Inquiry questions were open,

informing valid research which
promoted higher order thinking
and mentioned the suffragette
movement and past/present
points of view. Reference list
had five or more valid sources
and every section of the report
was informed by a different
Report followed structure of
DoL 4 projective investigation
with clear links to factual
research evident in every
section. Headings are evident
in report and are derived from
DoL 4 graphic organizer.
Paragraphs are sequenced
correctly with information
relevant to each heading.
Formal language and specific
historical terms used correctly
with little unnecessary
descriptive devices. Visuals
added to each section of
report which clearly relate and
help to give the reader an
extended understanding of the

Inquiry questions were open,

informing valid research which
specifically mentioned the
suffragette movement and
past/present point of view.
Reference list had at least four
valid sources which each
answered a different question.

Inquiry questions were open

questions which gave direction
to valid research that were
answered. Reference list had
a mixture of valid and invalid
sources, with more than two
valid sources in total.

Inquiry questions were

developed to a limited level.
They were not specific enough
to inform valid research and
often closed questions.
Reference list gave irrelevant
or invalid sources.

Inquiry questions were not

used to inform research. No
reference list was included to
provide evidence of sources

Report followed structure of

DoL 4 projective investigation
and clear links to research
were evident. Report
separated into relevant
headings. Paragraphs are
sequenced correctly. Historical
terms used with some
descriptive devices. Three or
four visuals were added to
report but do not add much to
the subject matter. They were
relevant and all related to the
suffragette movement.

Report followed structure of

DoL 4 projective investigation
and notes from graphic
organizer were used. Report
has headings which give little
information. Paragraphs are
mostly sequenced correctly.
Some historical terms used
correctly with lots of
descriptive devices. One or
two visuals are attached but
was distorted and gave no
information for the reader
about the suffragette

Report had poor structure

which did not follow all of DoL
4 projective investigation.
Report has headings that are
irrelevant. Paragraphs arent
structured properly and no
historical terms were used
correctly with descriptive
devices prominent throughout
the entire report. One visual
was attached which was
completely irrelevant to the
subject matter.

Report did not follow structure

of DoL 4 projective
investigation. No headings in
report. Paragraphs are short
and do not flow together with
no references to historical
terms. Too many descriptive
devices used which relied on
no facts. No visuals were

Resolution justifies confusion

or contradiction identifying
views both past and present
and using factual research on
the suffragette movement to
back it up. Recommendation
is given as to how equal rights
can be achieved today with
consideration to both men and
women with specific reasons
as to why it is important to
achieve this.

Resolution justifies confusion

or contradiction identifying
past and present views with
research. Recommendation
given as to how womens
rights can be improved in
contemporary society with
references as to how women
arent equal to men today and
backed up with factual

Resolution justifies confusion

or contradiction referring to
present views.
Recommendation is given for
improvement on womens

Resolution did not justify

confusion or contradiction.
Recommendation did not
relate to improvement of
womens rights in modern

Resolution did not address

confusion or contradiction. No
recommendation was given.

Assessment Justification
Intellectual Quality
The summative task demonstrates intellectual quality as students are asked to
demonstrate their thinking and understanding of the topic in the aspect of a
recommendation which is the higher end of the blooms scale of applying, analyzing and
evaluating what they know to formulate an opinion backed up by evidence (Bloom, 1956).
As the task is an information report, there are opportunities for students to draw in sufficient
depth and breadth upon the targeted historical knowledge and understanding regarding
Australia as a nation through researching, collating information and summarizing it into the
report (Education Queensland, 2004).
The task promotes higher order thinking through the scaffolding of the DoL 4 process of
investigating which goes beyond mere recall of information and allows for a range of
responses in the final part of the task where they give a recommendation (Lynch & Knight,
2010). Students are required to think beyond themselves to Australia as a nation and how
equal rights affect us all, rather than just themselves and for the extended students this
means looking even deeper, on a global scale.
The projective investigation is an authentic task because it allows students to see the world
as it is and make projective guesses as to what wouldve happened if the suffragettes never
occurred. This gets students to go beyond simple recall of information and make informed
conclusions based partially upon their opinions with some evidence to back them up (Lynch
& Knight, 2010).
This is done all the time in real life by historians and researchers. It is not uncommon to
look at and analyze the past in order to better predict the future and the kind of drive that is
needed to push society forward. The students do this in their recommendation by making a
conclusion about what society can do to improve womens rights.
The task will generate knowledge and understanding, as well as proof of using the process
of projective investigation through the DoL 4 graphic organizer and communication of the
report through proper formatting and an effective resolution (Knight & Lynch, 2010). Based
upon their criterion results, the reporting framework will derive comments from each of the
sections of content, process and communication to give an overarching idea of what the
students academic capabilities are in this unit while giving small inclinations on how to
make improvements (Lynch & Knight, 2010).
Extended learners will be granted their opportunity to engage in refining their thinking by
looking at the task from a global point of view rather than simply Australia and support
learners will be guided through the task step by step. They may demonstrate their
understanding through notes rather than full sentences.
The task sheet is grade six friendly and steps out the task one step at a time so that the
students understand what is required in full and are able to complete it in chunks so that it
does not appear so daunting (Lynch & Knight, 2010). Support students will need task

modifications which will entail them demonstrating what they know in notes derived from
their research but will not be required to write them into full sentences and as long as they
follow a formal written format.
The task is manageable for students if they complete it as it comes, week by week. The
task really starts in week 7 which gives them three weeks to put together their report, with
each week breaking down a different part of the summative task. The layout of the task
sheet is user friendly with pictures over it and the key messages demonstrated on it that
students take away are that it is an information report and it follows a projective
investigative process which they must follow using the DoL 4 graphic organizer.

Key learning strategies and checks for learning that scaffold


Key learning experiences and teaching strategies

Phase 1 - Tune In

Model how to come up with an inquiry question. Joint

construct an inquiry question for the unit that is similar to Why are womens rights important? Why are equal rights
for both genders important?

Give out the K.W.L chart to students to fill out individually.

Ask the students to write what they know about womens
rights and what they want to know.

Create a class K.W.L chart with the students filling in what

they know and want to know. At the end of each lesson of
the tune in phase, students write notes into what they have

Phase 2 - Explore

Develop another inquiry question to inform the explore

phase with the students with specific mention of the
suffragette movement.

Students explore scaffolded resources regarding the

suffragettes using iPads and QR codes. These will be set
up as rotational activities to complete through collaborative
learning. They answer questions and develop a word wall
with historical terms and concepts regarding the suffragette

Checks for learning (what will

be checked, how, using what
strategies & tools)?

Formative Assessment K.W.L chart. The chart will be

used over various lessons in
the tune in phase of the unit. It
will check what students have
learnt and for misconceptions
that they might have about
womens rights. It is also a
way to check for prior
knowledge so that the teacher
is not teaching content the
students already know.
Formative Assessment Anecdotal observations Observe students and how
they respond to the scaffolded
resources, developing a list of
students who required support
to understand the resources
and those that needed
extension. Write specific notes
in regards to who understands
the historical terms and

Phase 3 - Look

Define an inquiry question for the look phase, regarding

looking at primary sources and secondary sources.

Teach students the process of using the graphic organizer

and the process of investigating. Have a guest speaker
come in from the local community, both indigenous and
European women. Students are scaffolded to use the DoL 4
graphic organizer independently to organize all the
information they learn from the guest speakers to formulate
a practice investigation.

Phase 4 - Sort

Develop an inquiry question for the sorting phase.

Formative Assessment - DoL

4 Graphic Organizer. This will
be a check for learning to
make sure the students
understand how to use the
graphic organizer so that the
teacher can go back and reteach it if necessary. This also
may be used in reporting, if
the student lacks evidence of
a DoL 4 graphic organizer in
their summative assessment

Teach students how to use the process of investigation for a

projective investigation. Scaffold learning through use of
DoL 4 graphic organizer. Students must write factual notes
to argue their points through a debate on whether women
have equal rights to men.

Formative Assessment Student work samples - notes

for debates. The notes that
the students form to back up
their debates can be formative
assessment to check for
learning of taking dot points
and using factual research.

Phase 5 - Test

Research individually on computers, iPads and books. Use

a PMI chart as a template to find pluses, minuses and
interesting facts about the suffragette movement. The notes
from this template will then be derived into which notes are
important and which are not to go into the DoL 4 graphic

Formative Assessment - PMI

charts that the students create
can be used as a check for
learning to see how their
research skills are
progressing and whether or
not they were able to derive
the important information or
whether they need more
research time to inform their
DoL 4 graphic

Formative assessment strategies

Formative Assessment Strategy 1 - K.W.L Chart
K (What I know)

W (What I want to know)

L (What I have learnt)

Formative Assessment Strategy 2 - DoL 4 Graphic Organizer for

Projective Investigation

Formative Assessment Strategy 3 - P.M.I Chart




Formative assessment justification

(ADVICE: Include the actual tools or instruments for at least three strategies that would scaffold
and check learning. Include instruction for students in how to use the tools where necessary. In a
paragraph for each, explain how data will be collected, feedback given to student and how
information will be used in a formative way to inform the learning journey.)
Formative Assessment 1 - K.W.L Chart
The students will use the K.W.L chart for the first week or so of the unit, collating each lesson what
they know, want to know and what they have learnt. Students will be instructed to write what they
know about womens rights and the suffragette movement in the very first lesson then slowly
progress to what they want to know about the topic. At the end of the lesson/week the students will
write what they have learnt so far in the third column.
These individual K.W.L charts will be handed in at the end of each lesson so the teacher can check
the students progress. It is especially important in the very first lesson so that the teacher knows
from lesson one exactly what the students prior knowledge on the topic is so they can adapt their
teaching to that and not teach them content they already know. The K.W.L chart is also a DoL 2
strategy used to acquire and integrate knowledge which is important in the first stage of constructing
meaning as it is planned to be in this unit (Marzano & Pickering, 1997).
Formative Assessment 2 - DoL 4 Graphic Organizer - Projective Investigation
Once students understand the process of investigation, it is important that they have chances to
practice it before the summative task (Marzano & Pickering, 1997). In terms of structuring the
formative assessment piece for a task, the teacher must instruct students to clearly identify the
concept or scenario, the resources they need to use to find known or agreed upon facts and specify
issues before asking students to generate a resolution based upon what they have learned
(Marzano & Pickering, 1997).
Feedback will be given to students via class discussion or individually to tell the students where they
need improvement. They will each individually hand in their practice DoL 4 graphic organizers and
the teacher marks them against the criteria for the assignment so that the students know exactly
where they need to be for the assessment.
Formative Assessment 3 - P.M.I Chart - Researching to inform DoL 4 graphic organizer
This formative assessment piece is used by the teacher to scaffold the students research so they
can separate positive, negative and interesting facts they come across in their research. Afterwards
they will sift through their research notes and pick out the important facts. These PMI charts will be
handed in the teacher will mark and point out where the student can get improvement. This
information gained will be used to either teach specific research skills based on how well the
students complete the task or extend their research skills to look for specific sources and VALID

Modifications and Adjustments

Specific student needs and modifications
Specific students/groups
This unit has been designed for a grade six
cohort of twenty-six children of mostly boys.
One boy has been diagnosed with ASD and four
other students are very low learners for their
year. The ASD boy is very engaged in the arts
with drawing and hands-on activities more-so
than sitting and writing.

Adjustments, modifications and considerations

The student with ASD who is easily distracted and finds it
hard to concentrate on tasks for a long time would be
severely chunked for the assessment task. The teacher
would give it to him in tiny pieces and make him work
through it piece by piece so it is not so daunting. The
task will also be modified through the communication
phase where the students have to follow the format of a
report and use formal writing etc. The ASD student can
just write notes, as long as the notes make sense and
are written formally. They also dont have to make as
many visuals cause they might get caught up trying to
pick the perfect picture instead of focusing upon the
more important phases of the task which is the
researching and the writing.

Two of the other boys from the lower learners

group are very hard to engage unless it is a
concrete activity while the other two are quite
alright as long as they are given support.
Support usually includes having the teacher write
what they say or having them straight up type
their responses so they dont have to do
handwriting (if the task is something where
handwriting is not assessed).

Modify the research tasks by making some of the tasks

more concrete and scaffold resources for the students to
use such as iPad games which inform the students or
use QR codes as treasure hunts. Bring in important
artifacts about the suffragette movement that the
students can look at, touch and make assumptions
about. These lower learners may require the teacher to
write up their responses or for the students to use
microphones to record their facts so that they can include
what they want to say as an audio file of the report as
long as they use the same language and features as
they would when writing it.

There are also three extraordinary high learners

who more often than not complete tasks quicker
than the average student and go onto extended
work. Their numeracy and literacy skills exceed
the rest of the sound ability levels. In English
classes, they have a high understanding of
languages features. In history, they grasp the
historical concepts faster and use historical
terms in their writing correctly.

Extension learners will be modified in the way they

approach their assessment and supported by the teacher
to use historical terms and concepts in their writing. They
will be guided to use an extended research by sourcing
all of their references properly. They will also have to
write more words to achieve the word count required for
them. Their claims MUST be backed up by evidence and
they must write not from the context of Australia as a
nation but Australia and the rest of the world.

Reporting framework
Students Name:

Class: Semester: Year:




Learning Area


Great achievement, ___ on working so hard to get a B for history.

Your effort was noted throughout the entire term, especially during
your work on the Information Report. You never stopped trying and
continually drafted your work to look for improvements.
The information report you created showed deep knowledge of the
suffragette movement, listing four of their achievements with factual
research to back it up. You made clear links between the status and
rights of women in Australia to the suffragette movement and spoke
of how the suffragette movements in another country helped to
progress womens rights.
The process of your investigation was exemplary as you used the
graphic organizer for investigation correctly with five sentences in
each box. Your planning showed deep knowledge of what you were
going to put into the report with extensive research shown through
various education sources. The inquiry questions you made to
inform your research were open questions which mentioned the
suffragette movement. You had more than four valid sources.
The report followed the structure of an investigation correctly and
your research was in the report. You had headings which told me
exactly what they were about and you used some correct historical
terms in the beginning of your report but not as many in the end.
The visuals were engaging but did not add much to help me
understand what you meant by them. Your resolution justified the
confusion that you highlighted, identifying past and present views
with research from various sources. Your recommendation about
womens rights being improved and the comparison between men
and womens rights were backed up by factual research and your
opinions showed clear understanding of why equal rights are
important in todays society.

Overall Comments: Great effort on your information report! Your hard work is appreciated.


Reference List
Australian Curriculum Studies Association (1994). Curriculum Perspectives - ASCA
Principles of Student Assessment: An ACSA Policy Statement. 14 (2), pp. 38-9.
Bloom, B.S. (1956). Taxonomy of Educational Objectives, the classification of educational
goals Handbook I: Cognitive Domain. New York: McKay.
Brady, L. & Kennedy, K. (2012). Assessment & reporting: Celebrating student achievement
(4th ed). Frenchs Forest, NSW, Australia: Pearson Australia.
Education Queensland (2004). Growing An Assessment Culture. Retrieved from

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