Society and Information Technology Module 2 Assessment

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Module 2: Systems, Resources and Power

Assessment information for this module is divided into two components. Immediately below are the core outcomes for each SOSE strand. Satisfying these will form the core of assessment. Following these outcomes are criteria useful for developing an appropriate methodology for evaluation purposes.

Curriculum Learning Outcomes:

a) Core learning outcomes  

SRP 6.1 Students develop and test a hypothesis related to a relationship between global economic and ecological systems.

SRP 6.3 Students advocate to influence Australia' s role in the future global economies or environments.

SRP 6.4 Students communicate informed interpretations to suggest reforms to an economic, political or legal system.

SRP 6.5 Students apply an understanding of social justice and democratic process to suggest ways of improving access to economic, political and legal power.

b) Discretionary Learning Outcomes

BY6.1 Students predict the consequences of attempts to reform economic, political or ecological systems.

BY6.4 Students propose changes to economic, political or legal systems to make them more democratic and socially just.

BY6.5 Students suggest solutions to problems involving inequitable distributions of power and resources in a global context. 

Students should demonstrate understanding of one of the following:

relationships between global economic and ecological systems (international trade and resource use, environmental degradation, IT as a management tool, IT as a resource waster)

productivity and working conditions in an industry or business (IT remuneration, IT as a safety support mechanism, rights and responsibilities of employees, increase in output per head as a consequence of IT)

Australia’s role in future global economies or environments (bilateral and unilateral agreements, foreign aid, investment, debit, profit, north–south global divide, international labour laws, environmental laws and conventions, promotion of peace, social justice, ecological and economic sustainability)

reforms to an economic, political or legal system (equitable distribution and equal opportunity to access an economic system, greater representation and accountability, reform of laws to cater for social change)

access to economic, political and legal power (education, training and employment opportunities, citizen involvement, knowledge and understanding of law)

Assessable Outcomes  

In this module students develop a question based on one of the Core or Discretionary outcomes listed below, referenced to one of the scenarios provided and then develop a written or diagrammatic report (with referencing notes) to represent their findings. As a Teacher you will be marking either an essay or a diagrammatic representation of a concept and there is no single criteria that can uniformly cover this. Therefore, use the criteria below simply as a guide. You can choose from amongst the criteria to develop a list suitable for your own class assessment. 

Analysis and Reference

Students will show analytical ability through the quality of complexity in their research, demonstrated in their written or diagrammatic report and evidenced by:

1. Reference to appropriate websites or other resources used for gathering information regarding their selected topics.

2. Demonstration of the ability to determine the validity of the information they are gathering evidenced of evaluation of any bias of the author and including comment on this in their written report.

3. Demonstration of the ability to synthesize the information gathered in the form of a written report or inclusive diagrammatic representation.  

4. Evidence of qualitatively in-depth relationship between students original question and their summation or diagram.

Students will demonstrate their ability to identify key concepts by: 

1. using an Introductory statement or sentence that best indicates the main idea of the selection.  

2. using information in illustrations, graphs, charts, diagrams, and tables

3. using a glossary to locate words and/or help clarify meaning.

4. using headings to locate where information is likely to be found.

5. using directly stated opinions, including those introduced by transitional phrases.

Students will demonstrate their ability to analyse and evaluate by: 

1. using information that is accurate to draw a conclusion

2. demonstrating reasoning for a conclusion which is based on fact before being supported by opinion.

3. showing relationship to between issues or situations

4. identifying biases or stereotypes influencing their conclusion.

Students will demonstrate comprehension skills by relating their text to other texts, experiences, issues, and events, as evidenced by:

1. identifying biases or stereotypes influencing their conclusion.

Students will demonstrate comprehension skills by relating their text to other texts, experiences, issues, and events, as evidenced by:

1.Illustrating connections between reader’s / viewers experiences and background or by reference other texts, movies, television programs, or music etc.

2. identifying connections between the selection and issues or events in the community or world.

3. using referenced resources, when appropriate, to provided support.

Students will demonstrate the ability to structure their written communication by:

1. writing in a sequence and by making transitions among ideas and paragraphs.  

2. developing a recognizable beginning that conveys a clearly-stated topic to the audience.

3. developing a clearly sequenced body that is easy to follow with accurate placement of supporting details.

4.Providing a summation in the form of concluding argument 

Students will demonstrate the ability to structure their diagrammatic representation by:

1. Providing supporting notes for key concepts

2. Providing clear links between ideas / concepts

3. Illustrating or detailing arguments inherent in connections and links

Students will demonstrate their ability to convey clear, focused main ideas supported by details and examples in ways appropriate to topic, audience, and purpose by:

1. providing clear and easily identifiable purpose and main idea(s).

2. providing relevant supporting details and examples.

3. providing content and selected details and that consider audience and purpose.






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