Internal assessment resource Media Studies 1.8B v3 for Achievement Standard 90996
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Internal Assessment Resource
Media Studies Level 1
This resource supports assessment against:Achievement Standard 90996 version 2
Write media texts for a specific target audience
Resource title: My Media Portfolio
3 credits
This resource:
· Clarifies the requirements of the standard
· Supports good assessment practice
· Should be subjected to the school’s usual assessment quality assurance process
· Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic
Date version published by Ministry of Education / February 2015 Version 3
To support internal assessment from 2015
Quality assurance status / These materials have been quality assured by NZQA.
NZQA Approved number A-A-02-2015-90996-02-4549
Authenticity of evidence / Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.
Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.
This resource is copyright © Crown 2015 Page 6 of 8
Internal assessment resource Media Studies 1.8B v3 for Achievement Standard 90996
PAGE FOR TEACHER USE
Internal Assessment Resource
Achievement Standard Media Studies 90996: Write media texts for a specific target audience
Resource reference: Media Studies 1.8B v3
Resource title: My Media Portfolio
Credits: 3
Teacher guidelines
The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement Standard Media Studies 90996. The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.
Context/setting
This assessment activity requires students to produce a portfolio of three or more media texts written through the year. Students will select two texts for final crafting and submission for assessment.
You will need to select which media texts students will write. A range of possible options is provided in the Additional information section. One or more of the texts may comprise part of the design and planning portfolio for assessment of Achievement Standard Media Studies 90993: Produce a design and plan for a media product using a specified range of conventions.
You could also work with teachers from other subjects such as English, Health, or Physical Education. For example, students could write:
· a book trailer script for a book students are reading for Achievement Standard English 90854 or 90852
· a script for a short instructional video linked to Achievement Standard Health 90973, or 90974 or Achievement Standard Physical Education 90963 or 90964
· the script for an audio podcast for Achievement Standard History 91002 or 91004.
Students will require prior teaching and learning of the conventions and the grammatical and structural devices expected in each type/genre of media texts they will write.
Conditions
The assessment task is an individual activity made up of two steps. The first step is an important step in the production process, but it is not assessed.
It will take approximately two to three terms of in-class and homework time for students to write and collate a portfolio of draft texts.
Students will need two to three weeks of in-class time to complete final crafting of the two written media texts they will submit for assessment.
You are advised to have at least one checkpoint of students’ progress as they research and write each media text for their portfolios.
Students will hand in their planning sheets and draft copies to demonstrate evidence of crafting their writing.
Resource requirements
Students will require access to a computer and the Internet.
Additional information
A wide range of short media texts is suitable for use for this activity. Examples include:
· the script for a book trailer
· the script for a short instructional video
· a news report on a school event for the school website
· a blog entry for the school library website or blog
· a current event or issue on the student’s own media blog
· the script for a book or entertainment news insert for a magazine-style talk show on the school intranet
· an audio podcast script on a current or historical event
· the script for an audio tour of the school or a local landmark
· a response to/review of a new entertainment product, such as a film or digital game.
Checklists for news reports and profiles are provided in Resource A of Internal Assessment Resource Media Studies 1.8A v2. Use or adapt these to suit the media texts you ask your students to write.
This resource is copyright © Crown 2015 Page 6 of 8
Internal assessment resource Media Studies 1.8B v3 for Achievement Standard 90996
PAGE FOR STUDENT USE
Internal Assessment Resource
Achievement Standard Media Studies 90996: Write media texts for a specific target audience
Resource reference: Media Studies 1.8B v3
Resource title: My Media Portfolio
Credits: 3
Achievement / Achievement with Merit / Achievement with ExcellenceWrite media texts for a specific target audience. / Write crafted media texts for a specific target audience. / Write effectively crafted media texts for a specific target audience.
Student instructions
Introduction
This assessment activity requires you to plan and write at least two media texts of 200–300 words each for inclusion in a portfolio of your media writing. You will choose two of these media texts to craft to publication standard for use in a media product(s). You are not required to create the media product(s).
Teacher note: Specify the texts you require students to produce for their portfolio.
You will complete this work individually.
You will work throughout the year to write your initial texts. You will have approximately two weeks for final editing of the texts you select for assessment. Your teacher will provide further details.
Teacher note: Specify conditions, such as use of in-class and/or out-of-class time, time allocated, and a deadline/due date.
You will be assessed on how well you write media texts for a specific audience, including your use of conventions of each media text type, and your control of appropriate grammatical and structural devices.
Task
See Resource A for further guidance.
Concept
Brainstorm ideas for your media texts. Select some ideas to develop into media texts.
Plan
Plan each of your texts. To help you plan, consider these aspects:
· your topic
· the medium
· the media product(s) the texts are being included in, for example, Tearaway
· the purpose of each text (for example, to inform, entertain, or persuade)
· the target audience for each text and the media product(s)
· the type of text (for example, news report, profile article, or review)
· the main idea/focus of each text
· research you will need to carry out (for example, key people, facts, and/or figures).
When you have finished your concepts and plans, discuss your ideas with your teacher.
Draft, edit, and add to your portfolio
Draft each of your media texts.
Use the grammatical and structural features appropriate to each media text type.
Include in each of your texts at least five conventions of the specific media text type.
Check and correct your spelling, punctuation, and paragraphing. Your teacher will provide checklists for you to use.
Teacher note: Adapt the checklists in Resource A of Internal Assessment Resource Media Studies 1.8A to suit the media texts you require students to write.
Print out your draft texts and discuss them with your teacher.
Choose texts and complete final editing
Choose two of your media texts to craft for assessment. Consult your teacher about your choices.
Complete final editing/rewriting of your texts. Make sure your texts:
· suit the medium and media product(s)
· appeal to the target audience
· include appropriate media text conventions
· use spelling, grammar, and structural devices accurately
· are effective examples of the media text types.
Final submission
Hand in your completed media texts.
Include your planning sheets and draft versions of your media texts to show how you have progressively crafted the texts.
Resource A: Further guidance
Plan
You could use a template like this to help you plan your writing.
Topic:Medium: / Media product:
Purpose:
Target audience:
Type of text:
Main idea:
Research required:
This resource is copyright © Crown 2015 Page 6 of 8
Internal assessment resource Media Studies 1.8B v3 for Achievement Standard 90996
PAGE FOR TEACHER USE
Assessment schedule: Media Studies 90996 My Media Portfolio
Evidence/Judgements for Achievement / Evidence/Judgements for Achievement with Merit / Evidence/Judgements for Achievement with ExcellenceThe student produces two media texts for a specified purpose and target audience. Each text is 200–300 words in length.
The student demonstrates understanding of a range of current media conventions by using at least five written conventions in the construction of the texts.
The student uses grammatical and structural devices, such as spelling, syntax, vocabulary choice, and punctuation that are appropriate to the medium, product, and target audience. Devices could include features such as inverted-pyramid news story structure, active voice, short sentences and paragraphs, and a five Ws and one H opening sentence.
For example: (News Story)
Spring Speedways Star Racer
Local star Josh Brooks finished third in the New Zealand National Championship Feature at Springs Speedway Feature last Saturday. He completed all thirty laps with a time of 23 minutes and seven seconds being beaten by Graham Hepe Junior and Jared Brown with a two second time difference.
Josh Brooks is New Zealand’s number one midget car champion and has been the number one champion in New Zealand twice.
Brooks, born in Smithville, started racing in1984 at the age of twenty six and has only ever raced in the midget class. He has taken five feature wins at Western Springs and has won countless other events.
Brooks is quick to thank his crew for the role they have played in his victories, as well as the sponsors of his winning car, Pop ‘N’ Good. Midget cars do not come cheap with most of the top ranking cars worth well over the $50,000 mark.
The forty seven year old, panel beating business owner says that being his own boss means he can balance both his work and racing, while spending time with his wife, Raewyn, and his son Thomas
The Midget cars have been Springs Speedways Star attraction for many years and this does not look like it is going to change anytime soon according to the event organisers. / The student produces two crafted media texts for a specified purpose and target audience. Each text is 200–300 words in length.
The student demonstrates understanding and control of a range of current media conventions by using at least five written conventions appropriately in the construction of the texts.
The student demonstrates control of grammatical and structural devices, such as spelling, syntax, vocabulary choice, and punctuation that are appropriate to the medium, product, and target audience. Devices could include features such as inverted-pyramid news story structure, active voice, short sentences and paragraphs, and a five Ws and one H opening sentence.
For example: (News Story)
Three people, including a four-year-old girl, were rescued from a fire in a house in Mount Victoria in Wellington this morning.
Colin Underwood, manager of the Wellington Fire Service communications shift centre, said that the fire broke out in the roof area of the property at around 6.40am. Six appliances attended the blaze.
Neighbour, Colin Badger alerted the occupants by banging on the windows of the home.
“I was just heading out for a ruin and smelled smoke. I looked over at the house and could see flames inside the roof above the front bay window. I shot around the side of the house pounding the doors, walls and windows.”
Ambulance staff had to treat five people for smoke inhalation, including the three victims, Colin and one fireman.
Colin Underwood said that the people were lucky to escape. “They were bloody lucky to get out. If it weren’t for the neighbours banging on the doors and window, they would have been in real trouble.”
The house is uninhabitable and will be demolished. The occupants have lost all their possessions.
Police and fire services are investigating the cause of the blaze and expect to release their findings within the next week. / The student produces two effectively crafted media texts for a specified purpose and target audience. Each text is 200–300 words in length.
The student demonstrates understanding and effective control of a range of current media conventions by using at least five written conventions appropriately in the construction of the texts.
The student demonstrates effective control of grammatical and structural devices, such as spelling, syntax, vocabulary choice, and punctuation that are appropriate to the medium, product, and target audience. Devices could include features such as inverted-pyramid news story structure, active voice, short sentences and paragraphs, and a five Ws and one H opening sentence.
For example: (News Story)
Many senior students at Sunshine High School are annoyed at the lateness of their I.D. cards this year.
The I.D cards were supposed to arrive in February but have turned up in late March. Many students are now upset because of having to pay adult fares for buses and trains.
Deputy Principal Mr Thomas is also angry with the company. He had specifically tried to make this year’s I.D process go as smoothly as possible. “They had told me it would take ten working days for us to receive them, but the company ran out of plastic before they had even got to the seniors,” said Thomas.
Mr Thomas had also warned them that he needed the senior students I.D’s printed first. “We are a non-uniform school and it is critical that seniors have school I.D,” says Thomas. “We have given a formal letter to some students, signed by me, outlining the problem. We hoped that this might alleviate the problem but in some cases it clearly hasn’t.”
Seventh form student Steven Brown has taken action about the slip up from the printing company. He has written to them demanding compensation. “They cocked up and that’s not acceptable. However, we have now received the compensation that we asked for,” he said.
Brown estimates that some students have had to pay more than fifty dollars in extra bus fares as well as experiencing hassles with bus drivers who have not accepted the explanation that I D cards have not arrived on time.
“I won’t be here next year but I am going to make sure the board rep insists that we change supplier. It’s not enough just to complain. Students want action,” Brown said.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.