New Zealand Society: the Sixties

Formative / practice assessment:

1. Students choose a significant event from the 1960s


2. Collect information from three sources: the DVD series, a book, internet site or other appropriate source (i.e. web page). Some library or computer room time may be given for this (one period of class time is sufficient). Record the source details.


3. Process and communicate the information. As a homework or class activity, students are to imagine themselves as a reporter for a New Zealand newspaper in the 1960s. They are to write a one page article on a significant event that took place, as if they were there at the time.


4. The article must be written in their own words, presented in their work book or A4 paper, and be authentic in some way to the time and/or place (i.e. written in a formal style, with an appropriate headline)


5. Write a brief evaluation of the research process. How did it go? What could be done to improve it? What were the best and worst (most relevant and least relevant) sources of information? Why?


6. Assessment guideline: (Note: this is based on an “Achievement Standard” format, which should be re-worked by the teacher to suit their school’s own assessment procedures).

Achieved

• A specific topic has been chosen


• Collected information from 3 sources


• Recorded some source details


• Process information in their own words


• Make valid generalisations supported by evidence


• Present findings


• Evaluation of the research, with some attempt made to establish the relevance of the information A specific topic has been chosen

Merit

• Collected information from 3 sources, both primary and secondary


• Recorded all source details


• Process information in their own words


• Make a range of valid generalisations supported by evidence


• Present findings using some conventions appropriate to the mode of communication


• Clear evaluation of the research process, with the relevance of the information explained A specific topic has been chosen

Excellence

• Collected information from 3 sources, both primary and secondary


• Recorded all source details


• Process information in their own words


• Make a range of valid generalisations supported by comprehensive evidence


• Present findings clearly and concisely, using conventions appropriate to the mode of communication


• Clear and detailed evaluation of the research process, with the relevance of the information comprehensively explained

Note:

1. A “Merit” grade indicates that the student is working at Level 5. “Achieved” indicates they are working slightly below Level 5, “Excellence” slightly above.


2. All the criteria for each level must be met for the student to achieve that grade

Summative Assessment:

1. Students choose a significant event from the 1960s. Note: It must be different from that attempted in the formative assessment.


2. Collect information from three sources: the DVD series, a book, internet site or other appropriate source (i.e. web page). Some library or computer room time may be given for this (two periods of class time is sufficient). Record the source details.


3. Process and communicate the information: as a home work or in-class activity, students are to write and present a project related to their chosen event. Students must choose three activities from the choices below, but the brochure activity is compulsory. Therefore they can choose TWO from the list, to make up their three activities:
   

PowerPoint Presentation: minimum of 5 slides

Paragraph: explaining the influence of your event on New Zealanders lives

Poster: advertising or celebrating the event

Paragraph: explaining the influence of your event on New Zealanders lives

Brochure: for the Museum of New Zealand (Te Papa, Wellington), describing the event visually and in written form

Bookmark: factual and visual information on your chosen event

Paragraph: explaining the influence of your event on New Zealanders lives.

For assessment criteria (achieved, merit, excellence) refer to formative assessment.

Student Evaluation

1. Students return to the first activity- KWL chart. As a class or individually, fill in the section “What we learned”. Discuss.
   
2. Evaluation: Students could answer the following as feedback on the unit:
   a) What were the best aspects of this 1960s unit?
   b) What aspects did you not find enjoyable?
   c) What aspects of our study of New Zealand in the 1960s would you like to learn more about?
   d) Were the assessment activities too hard or too easy? Why?
   

Teacher Evaluation For Future Planning

What went well/What needs to change/Where to next?