Presentation is loading. Please wait.

Presentation is loading. Please wait.

VCE Texts and Traditions Accreditation period Units 1–4: 2010–2014.

Similar presentations


Presentation on theme: "VCE Texts and Traditions Accreditation period Units 1–4: 2010–2014."— Presentation transcript:

1 VCE Texts and Traditions Accreditation period Units 1–4: 2010–2014

2 © Victorian Curriculum and Assessment Authority 2007 The copyright in this PowerPoint presentation is owned by the Victorian Curriculum and Assessment Authority or in the case of some materials, by third parties. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968 or with permission from the Copyright Officer at the Victorian Curriculum and Assessment Authority.

3 Assessment – Units 3 and 4 Each outcome can be assessed by one or more tasks which are used to determine a level of achievement against the key skills and key knowledge of that outcome. The tasks need to add up numerically to the total allocated for that outcome in the unit as a whole: Unit 3 Outcome 1:30 marks Outcome 2:30 marks Outcome 3:40 marks Unit 4 Outcome 1:50 marks Outcome 2:50 marks Note the biggest changes to the allocation of marks in the new course are in Unit 4

4 Assessment handbook All newly accredited study designs have an assessment handbook provided online It includes:  VCE assessment principles and advice on developing assessment tasks  Performance descriptors and sample approaches specific to Texts and Traditions Performance descriptors describe knowledge and skills typically demonstrated by students who have achieved scores within each mark range

5 Example: Unit 3 Outcome 3 and Unit 4 Outcome 1 Exegetical outcomes The exegetical outcomes can be assessed using a number of passages over the period of teaching which combine to give a final mark using the descriptors. The form of these exegetical exercises can differ from a basic question/answer type “test” to passage analysis. It is expected that students improve in their exegetical skills and knowledge over those two outcomes. The actual wording of the outcomes indicates this as well as the minor changes in the wording of the descriptors.

6 Mark range: 33–40 Well-controlled application of exegetical methods to produce a detailed interpretation of some of the passages for special study, including thorough elaboration on key textual features of the passages. Comprehensive discussion of major ideas and themes arising from the passages. Accurate identification and thorough description of the relationship that the meaning, function and teaching of texts have within their social and historical setting. Accurate and concise identification of literary context. Sophisticated explanation of the textual features of the passages. Lucid and thorough explanation of the meaning and significance of passages for the original community. Insightful analysis and evaluation of the nature of, and challenges to, exegetical method. Consistently well supported by a wide range of scholarly commentaries. Unit 3 Outcome 3 – Draft performance descriptors

7 Unit 4 Outcome 1 – Draft performance descriptors Mark range: 41–50 Application of exegetical methods to produce a thorough, insightful interpretation of any of the passages for special study, including thorough elaboration on key textual features of the passages. Perceptive and thorough analysis of the relationship that the meaning, function and teaching of texts have within their social and historical setting. Comprehensive discussion of the major ideas and themes arising from the passages. Accurate and concise identification of literary context. Sophisticated analysis of the textual features of the passages. Perceptive analysis of the meaning and significance of passages for the original community. Consistent and appropriate use of a wide range for scholarly commentaries.

8 Unit 4 Outcome 2 The same approach can be taken in the final outcome which looks at themes from the Set Text both in the original sociocultural setting as well as ways those texts have been used to teach about those themes in the history of the Tradition. Assessment tasks may take a variety of forms but might start with a task set in the text’s original setting and the development of the theme within the text and then might move on to a later task which looks at the later development of the interpretation of the text to illustrate the Tradition’s teaching on the theme in history.

9 Unit 4 Outcome 2 – Draft performance descriptors Mark range: 41–50 Comprehensive description of a religious idea, belief or social theme arising from the passages for special study in the set text. Insightful explanation of the original historical, social and religious context. Sophisticated analysis of the importance of the idea, belief or social theme to the early tradition. Complex explanation of how responses to ideas and teachings in a tradition change over time, reflecting the impact of particular circumstances. Detailed discussion of the relationship between the interpretations of a later tradition and its foundational texts, including the subsequent impact/s of such activity. Perceptive evaluation of the relevance of the text for the tradition at the later stage. Sophisticated synthesis of aspects of the passages from the set text to support discussion and analysis.

10 The Examination The examination is being reviewed and a sample paper will be published in either the December 2009 or the February 2010 VCAA Bulletin VCE, VCAL and VET. Further information regarding the structure and content of the examination will be available then.

11 Contact Details Victorian Curriculum and Assessment Authority (VCAA) Monica Bini Ph: (03) 9651 4575 Fax: (03) 9651 4324 bini.monica.m@edumail.vic.gov.au www.vcaa.vic.edu.au


Download ppt "VCE Texts and Traditions Accreditation period Units 1–4: 2010–2014."

Similar presentations


Ads by Google