The three types of assessment in the table below are consistent with the teaching and learning strategies considered to be the most supportive of student achievement of the outcomes in the Applied Information Technology course . The table provides details of the assessment type and examples of different ways that these assessment types can be applied. The range of assessments is intended to be inclusive of all students. Each type of assessment includes examples that are suitable for both school-managed and external assessment.





Research work in which students plan, conduct and communicate an investigation.

Investigation of ICT-related issues or cultural contexts, exploring a range of primary and secondary sources.

Suited to the collection of evidence of student achievement of Outcomes 1, 2 and 4.





Extended production project in which students explore ideas and control the processes required to manage the aesthetic quality of production. Students engage in an activity or on-the-spot evaluation of a performance.

(This may be one production/performance task, divided into parts with significant events for defining/collecting evidence or it may be two or more smaller tasks.)

Manage a range of production processes, evaluating and modifying them as necessary. Demonstrate an understanding of styles, structures, codes and conventions and the development of confidence and competence in the use of technologies, skills and processes in a range of contexts.

Suited to the collection of evidence of student achievement of Outcomes 1 and 3 and includes using a journal to show evidence of exploration and the development of ideas, reflection on learning processes and critical evaluation and modification of ideas.





Students apply their knowledge and skills in analysing and responding to a series of stimuli or prompts.

Response to, analysis and evaluation of own or professional information technology products.

Types of evidence may include: observation checklists, journal and evaluation tools (self or peer).

Suited to the collection of evidence of student achievement of Outcomes 2 and 4.



Assessment guidelines


• All tasks should take into account teaching, learning and assessment principles from the Curriculum Framework.

• There is flexibility within the assessment framework for teachers to design school-managed assessment tasks to meet the learning needs of students.

• Student responses may be communicated in any appropriate form: written, oral, graphical, multimedia or various combinations of these.

• Student work submitted to demonstrate achievement of outcomes should only be accepted if the teacher can attest that, to the best of her/his knowledge, all uncited work is the student's own.

• Evidence collected for each unit should include tasks conducted under test conditions.

©Curriculum Council 
Example pic