Study of Religion 2008

Transcription

1 Study of Religion 2008 Sample assessment instrument and student responses Multimodal presentation: Role of women in religious tradition This sample is intended to inform the design of assessment instruments in the senior phase of learning. It highlights the qualities of student work and the match to the Study of Religion 2008 syllabus standards. Criteria assessed Knowledge and understanding Evaluative processes Research and communication Assessment instrument The responses presented in this sample are the scripts from multimodal presentations that are the result of an ethnographic investigation. Task Evaluate to what extent the lived experience of the interviewee diverges or reconciles with the status and role/s of women in the religious tradition as revealed in your research. Note: The elaborations of this assessment instrument have not been included in this sample. Instrument-specific criteria and standards Student responses have been matched to instrument-specific criteria and standards; those which best describe the student work in this sample are shown below. For more information about the syllabus dimensions and standards descriptors, see Knowledge and understanding Standard A The student work has the following characteristics: Standard C The student work has the following characteristics: knowledge and understanding of key ideas and concepts about the status and roles of women in Islam, drawing on a divergent range of issues and phenomena in familiar and unfamiliar contexts. knowledge and understanding of key ideas and concepts about the status and roles of women in Islam, drawing on a range of materials and issues in familiar contexts.

2 Evaluative processes Standard A The student work has the following characteristics: Standard C The student work has the following characteristics: critical analysis of diverse explicit and implicit information about the status and roles of women in Islam, and formation of hypothesis analysis of explicit information about the status and roles of women in Islam and formation of straightforward hypothesis synthesis of complex and divergent ideas about the status and roles of women in Islam integration of ideas about the status and roles of women in Islam evaluation of complex ideas and texts and testing of hypothesis, justified using evidence and critical reasoning. evaluation of ideas, texts and hypothesis with basic justification using evidence. Research and communication The student work has the following characteristics: The student work has the following characteristics: identification of a range of diverse issues and framing of well-constructed and pertinent research questions identification of issues and framing of relevant research questions evidence of broad and focused investigations establishing the validity of a wide range of diverse sources evidence of investigations establishing the validity of relevant sources consistent and effective presentation of information, ideas and concepts about the status and roles of women in Islam using a multimodal with discernment for the intended audience. presentation of information, ideas and concepts about the status and roles of women in Islam using a multimodal appropriate for the intended audience. Note: Colour highlights have been used in the table to emphasise the qualities that discriminate between the standards. 2 Study of Religion 2008: Sample student assessment and responses

3 Student response Standard A The annotations show the match to the instrument-specific standards. Standard A Effective introduction establishes the modes of the presentation (television talk show) suitable for multimodal Context of presentation (role and status of Islamic women) is unfamiliar necessary for standards A and B Formation of hypothesis Introduces analysis of diverse information about Islam dress, Five Pillars of Islam, and women in leadership Queensland Studies Authority October

4 Standard A First key idea Analysis of explicit and implicit information about dress Critical analysis (required for standard A) makes a deduction about Qur anic evidence Hypothesis is tested and justified using evidence and critical reasoning Understanding of the divergent nature of this phenomenon (key idea) 4 Study of Religion 2008: Sample student assessment and responses

5 Standard A Critical analysis (required for standard A) makes a deduction about the values of the adherent and how this links to views of the status and roles of women in Islam Second key idea Critical analysis interpreting the interrelationships between men, women and religious practice Evidence of research about Islamic teaching Queensland Studies Authority October

6 Standard A Statement of how the practice of the adherent converges with research findings Understands that divergent views may exist on this phenomenon Third key idea complexity established (necessary for standards A and B). Critical analysis of implicit information (necessary for standard A). Understanding of the divergent nature of this phenomenon Testing of hypothesis using evidence and critical reasoning 6 Study of Religion 2008: Sample student assessment and responses

7 Standard A Critical reasoning Restatement of hypothesis Communication (holistic judgment) consistent and effective presentation of information, ideas and concepts about the role and status of women in Islam; multimodal genre used, with discernment for the intended audience Queensland Studies Authority October

8 Standard A Evidence of a wide range of diverse sources Note: Research notes not included in this sample response 8 Study of Religion 2008: Sample student assessment and responses

9 Standard A Queensland Studies Authority October

10 Student response Standard C The annotations show the match to the instrument-specific standards. Standard C Communication information is presented, but not effectively Context is unfamiliar (required for standards A and B) Hypothesis stated Analysis of explicit information Neo-Modernists views presented as evidence to support hypothesis shows integration of ideas (standard C) 10 Study of Religion 2008: Sample student assessment and responses

11 Standard C Evaluative processes basic justification (aligns to standard C) Basic justification (aligns to standard C) Evaluative processes integration of ideas about religion, rather than synthesis Queensland Studies Authority October

12 Standard C Evaluative processes testing of hypothesis using opinion rather than evidence to justify Communication on-balance, evidence of presentation of information, ideas and concepts throughout Use of relevant sources (standard C) Note: Research notes not included in this sample response Acknowledgments The QSA acknowledges the contribution of St Rita s College in the preparation of this document. 12 Study of Religion 2008: Sample student assessment and responses