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Assessment Type 2:�Progress Checks

Activating Identities and Futures

Email: Adam.Fitzgerald869@schools.sa.edu.au

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What do you need for a Progress Check?

Progress!

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Symbiotic relationship between AT1 & AT2

AT2 – Progress Checks

AT1 – Portfolio

  • Students draws from evidence in Portfolio to stimulate reflective practice in Progress Checks
  • Students use feedback insights, experiences and decisions from Progress Checks to inform planning and other actions which form part of the Portfolio

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When to Check Progress?

“Progress checks should, therefore, occur strategically throughout the development of the portfolio at times chosen collaboratively by student and teacher. It is necessary to ensure that there is sufficient time between the Progress Checks and the Appraisal to allow development to occur.”

- From the SACE Activating, Identities and Futures Subject Outline 2025

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“2 or more Progress Checks”

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AIF Timeline - Example Only..

Term 1

Term 2

Week 1 (Term 1) – Introduction to subject, mind mapping, setting up One Note, set Learning Intention, and begin collection of Natural Evidence.

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Week 2  – Have topic and proposed draft Learning Intention, begin collection of “natural evidence” for Portfolio

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Week 4 – First Progress Check

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Weeks 4 to 8 – Portfolio – continue learning and collection of Natural evidence.

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Week 9 – Second Progress Check/s 

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Week 10 – Ongoing learning and collection of evidence, aim to complete learning output (To be negotiated, presentation of output of learning).

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Week 1 –  Finalising Portfolio, complete with natural evidence of learning.

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Week 2 – Progress Check 3/4 (if required)

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Week 3 – Appraisal Draft

Week 5 – Appraisal complete and submitted to SACE

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AT2 Progress Checks: The evidence

“The evidence provided for moderation should be authentic and not contrived or overly curated. For moderation, students submit a combined maximum of 1500 words if written, 10 minutes if oral, or the equivalent in multimodal form.”

- From the SACE Activating, Identities and Futures Subject Outline 2025

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Written, oral or multimodal?

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AT2: Performance Standards

PA2

Managing Time and Resources

  • Time
  • Resources
  • Risks
  • Opportunities

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PA3

Making Judgements and Decisions

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  • Discerning Judgment
  • Decision Making

A2

Appraising the impact of strategies, perspectives and/or feedback to progress the learning towards the learning goal

Appraising the related impact of:

  • Learning strategies
  • Perspectives
  • Feedback

There’s only 3!

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To scaffold or not?�Not just about answering the questions.

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Planning and Acting 2

Managing time and resources

Awareness of risks and/or opportunities

Progressing Learning

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Awareness and Management Time and Risk/s

  • Discussion should include an awareness of both success and limits of progress towards a learning goal
  • Better responses show purpose, planning and an understanding of why learning strategies were chosen

PA2

Timeline? Approximately 10 weeks?

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Planning and Acting 3

Demonstrates judgement and decision making

Decisions to progress of learning

“Knowing what to do when you don’t know what to do.”

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Decisions and Judgements to Progress Learning:

PA2

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Appraising 2

Evaluative Judgement

Impact of strategies, perspectives and/or feedback

“Revealing your thinking”

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What was the impact on your learning of:

  • Strategies?

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  • Perspectives?

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And/or

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  • Feedback?

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What’s the difference between A2 in the Progress Check Vs Appraisal?

For Progress Checks:

For the Appraisal:

It’s DURING

It’s AFTER

Appraising the Impact: