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Assessment Resource Centre (ARC)

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  1. Years 9-10
  2. English
  3. Areas for Assessment
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English – Areas for Assessment

Reading, listening, viewing
Activities: Literary recount, Representation and critical analysis of a text, Literary evaluation, Letters to the Editor - Food, Oral persuasive presentation, Persuasive writing to raise public awareness, Film Analysis - Cinematography, Movie Review and User Comment
Writing, speaking, representing
Activities: Literary recount, Representation and critical analysis of a text, Literary evaluation, Dramatic Monologue, Letters to the Editor - Food, Popular Film Review, Oral persuasive presentation, Persuasive writing to raise public awareness, Literary Response, Film Analysis - Cinematography, Movie Review and User Comment
Communicating and context
Activities: Literary recount, Representation and critical analysis of a text, Literary evaluation, Dramatic Monologue, Letters to the Editor - Food, Popular Film Review, Oral persuasive presentation, Persuasive writing to raise public awareness, Literary Response, Film Analysis - Cinematography, Movie Review and User Comment
Analysing language
Activities: Literary evaluation, Letters to the Editor - Food, Popular Film Review, Film Analysis - Cinematography, Movie Review and User Comment
Interpretive, imaginative and critical thinking
Activities: Literary recount, Representation and critical analysis of a text, Literary evaluation, Oral persuasive presentation, Persuasive writing to raise public awareness
Expressing views
Activities: Representation and critical analysis of a text, Literary evaluation, Dramatic Monologue, Letters to the Editor - Food, Popular Film Review, Oral persuasive presentation, Persuasive writing to raise public awareness, Literary Response, Movie Review and User Comment

Areas for assessment provide a framework for structuring an assessment program, and may be used for reporting student achievement. They are derived from the course objectives, so they are linked to the course outcomes. Areas for assessment can be used as organisers for assessment of student achievement.

Good assessment practice involves designing quality assessment activities that enable students to demonstrate their achievements. Teachers can use the areas for assessment when designing an assessment activity, to ensure it is assessing performance in relation to a grouping of outcomes.

In designing the assessment schedule for a course, teachers may find it useful to map each planned assessment activity to one or more of the areas for assessment. This allows teachers to ensure that assessment in relation to outcomes can occur across the year in a manageable way.

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