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Fairytale Fun

Assessment ideas
Years F-2

Use the slide sorter function to arrange a set of presentation slides in correct sequence to retell a fairytale. Teachers assess the student’s demonstrated knowledge/skills using the checklist provided.


A cartoon-style illustration of Goldilocks with the three bears, all smiling as if facing a camera

Description

This task can be used for formative assessment purposes or as a summative assessment task to assess what students have learned as a result of exploring algorithms to create a sequence of steps to retell a narrative.

Provide students with printed pictures, a jumbled slide presentation containing images/text of the fairytale or ask students to create their own images or drawings.

Formative assessment

Ask the student to retell the story using their images placed in the correct sequence.

  • Are there enough images to tell the story? Could you add any other images?
  • Are some images more important than the others?
  • Why is the order of the images important?
  • How can you work out if the order is correct?

Summative assessment

  • Are the images in the correct order? Has text been added to help retell the story?
  • Is the story retold accurately?
  • Were there any errors that needed fixing?

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

Relevant Revised Blooms taxonomy

The key active verbs used in the Australian Curriculum: Digital Technologies have been aligned to Bloom’s Revised Taxonomy.

In this task students explain and represent. The related Revised Blooms taxonomy are:

Applying

  • (design): Plan and evaluate the construction of a product or process (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 presents an algorithm design (words/pictures/symbols).

  • The student:
    • can create a timeline of the significant events within a narrative using pictures (words or simple sentences).
    • can order the events within the narrative according to orientation, complication and resolution

The solution includes a sequence of steps.

  • The student:
    • can explain the key sequence of events in their algorithm.
    • arranges narrative pictures in the correct sequential order.
    • can fix errors in their algorithm (that have been identified by themselves or someone else).

The solution includes a decision.

  • The student:
    • can identify decisions made in the story (e.g. Goldilocks choosing between hot, cold, just right)
    • can determine the relevance of images and makes choices about which slides to include and which to delete. (demonstrating abstraction) (demonstrating abstraction)

Managing and operating ICT.

  • The student can select and use hardware and software.
  • The student can operate ICT systems to order a set of slides and seeks help when encountering a problem.

The student can:





The student can next work on:





Resources