Assessment Type 2: Creating Texts

Students create written, oral, and multimodal texts for procedural, imaginative, analytical, persuasive, and/or interpretive purposes.

Students create:

• one advocacy text
• two additional texts.

At least one of the responses must be in written form, and at least one in oral or multimodal form.

A written text should be a maximum of 800 words; an oral response should be a maximum of 5 minutes; a text in multimodal form should be of equivalent length.

Advocacy text

Students produce at least one text that advocates for an issue, cause, or process relevant to a context. Students could, for example, create a text advocating for:

• an improved process or procedure in a workplace
• a change to a rule or process in a sporting context
• ethical treatment of an individual or group of individuals
• provision of a service or infrastructure in a local community
• action to encourage or prevent change within a community.

Additional texts

The two additional texts should be different from each other and from the advocacy text in purpose, audience, and/or context. For the additional texts students could, for example, create:

• a description of a process or an event
• an imaginative narrative linked to a concern or an issue
• a signed presentation (and deliver it)
• a play script, or create and perform a monologue exploring the emotions or thoughts of an individual
• a workplace text (e.g. an accident report or a recommendation to change a process)
• a description of a place, an emotion, or an online space
• a speech to be given at a workplace, a sports event, a social gathering, or a formal event
• a poem or song that explores an issue, an emotion, or a memory
• a digital text such as a series of web pages based on a subject that is linked to a particular context
• a personal letter to explain and justify a point of view
• a newspaper or magazine article that describes a social, political, or sporting event
• a series of web pages explaining the steps involved in a workplace or sporting process
• an interactive digital children’s story
• a multimedia display to educate a target group about a community issue.

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:

• communication
• application.