Home Teach and assess Assessment resources ​Sample assessment tasks​​ Digital systems
Digital systems Image

About this lesson

Using the school network as an example, students create a concept map or mind map demonstrating their understanding of digital systems and the how the components within the system connect to form a network. the school network as an example.

Year band: 5-6

Achievement Standard

Learning sequence

Description

This task can be used for formative assessment purposes or as a summative assessment to assess what students have learned as a result of investigating digital systems and the way they are connected to form networks.

Ask students to think about the school network and how they use the network for a range of purposes. After allowing time for an initial individual brainstorm, set the task of creating a mind map or concept map to describe aspects of the network including types of digital systems, components and their function, , benefits of the network and other ideas that come to mind.

Formative assessment

Use the mind map or concept map to find out what students know about digital systems. Use the following questions or ones similar to these to guide discussion:

  • Who uses the school network?
  • How do users access the school network?
  • Is this the same process for visitors to the school? If not, how is the process different and why?
  • Why do users need a password to access the network?
  • What digital systems do you use at school? (encourage students to include both hardware and software)
  • Which components of the digital system include hardware? (desktop computer, tablet, laptop, Chromebook) What function do they play within the network.
  • How do these hardware components connect to the network?
  • What software do you use? How can you access this software?
  • Can you connect your digital system to other networks? How?

Summative assessment

  • Students can:
  • identify and name digital systems such as a desktop computer, tablet, laptop or Chromebook?
  • identify, name and group hardware and software?
  • explain how components are connected to form a network?
  • Use technical language appropriately in their explanations e.g. cable, Wi-Fi or Bluetooth
  • identify and explain the benefits of the components within a network. and are able to explain?

Use the assessment checklist provided to record comments for each student.

Relevant Revised Blooms taxonomy

Understanding

  • Explain: Make (an idea or situation) clear to someone by describing it in more detail or revealing relevant facts (ACARA).

Assessment Checklist

This assessment checklist provides a guide to record the student’s demonstrated skills and knowledge.

Word and pdf versions of the checklist can be dowloaded in the resources section.

Demonstrated knowledge/skills Yes/No or progressing Comments

The student creates a concept map or mind map that includes the fundamentals of digital system components such as:

  • input devices eg keyboard, mouse and microphone
  • output devices eg monitor, speakers, printer
  • hardware (all the physical components) and software (programs that instruct computer) look for day-to-day software students are familiar with and use (including presentation software, word processing software, spreadsheeting software)
  • connections via cables, Wi-Fi or Bluetooth
  • types of digital systems eg desktop computer, laptop/Chromebook, tablet, smartphone, server (file storage)

The student includes reference to benefits of a network.

  • Share and store files
  • Share printer
  • Use of a router to connect to the internet
  • Wi-Fi use devices wirelessly (ease of use)

The student includes reference to security measures.

  • Passwords and log in restrictions
  • Restricted access to files
    

The students use their concept map or mind map to explain such things as:

  • How digital systems are connected to form a network.
  • Why digital systems are connected via a network.
  • How a network enables you to connect to the internet.
  • Who is allowed or not allowed to use the network?
  • Are there different levels of access for users? If so, why?
  • What are users able to do once they are connected to the school network?
  • What would happen if your school didn’t have a computer network.
  • Any suggested improvements to the school network.
    

The student can:
(list key ideas explained confidently)

The student would benefit by working towards a stronger understanding of: next work on:
(list key ideas that were not evident or not demonstrated to a sufficient level)

Resources