eSafety
Assessment and marking guide exemplar
Explore the comprehensive eSafety Assessment Guide tailored for Year 4 students, emphasizing cybersafety, cyberbullying, and community connections. This guide offers options for students to showcase their understanding through either a short multimedia video production or a multimodal story, fostering essential skills in online safety and community awareness.
Read Time: 5 minutes
In today’s digital age, ensuring our young learners navigate online spaces safely is paramount. This article serves as an eSafety assessment and marking guide exemplar, providing educators with comprehensive insights into evaluating students’ understanding of cybersafety and cyberbullying. By offering a summative project-based assessment framework, educators can effectively gauge students’ knowledge while fostering a safe and responsible online community. Let’s delve into the intricacies of eSafety education and equip our students with the skills to thrive in the digital landscape.
Australian Curriculum v8.4 and v9.0
Australian Curriculum v8.4
To meet the version 8.4 achievement standard, by the end of year 4, students … interpret health messages and discuss the influences on … safe choices. … They describe the connections they have to their community and identify local resources to support their … safety. Each of the words in italics is defined in the Australian Curriculum.
Australian Curriculum v9.0
To meet the version 9.0 achievement standard, by the end of year 4, students … apply skills and strategies to interact respectfully with others. … students describe and apply protective behaviours and help-seeking strategies to keep themselves and others safe online and offline. They interpret health information to apply strategies to enhance their own and others’ …, safety, ….
It is intended that as the students meet the outcomes of each of the lessons, they will have acquired sufficient knowledge and understanding to meet either of these achievement standards and produce evidence of their learning.
Summative Project Based Assessment
Assessment purpose
The purpose of the assessment is twofold.
Firstly, to demonstrate knowledge and understanding of both cybersafety and cyberbullying and their influences on online safe choices.
Secondly, students demonstrate their knowledge and understanding of their connections to their community and resources to support their safety.
Students may choose between two assessment pieces to demonstrate the skills they have developed. Evidence of learning is provided by way of either a short multimedia video production or a short multimodal story. Students will be marked against the Assessment Marking Guide below.
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Assessment group work
For either assessment piece, students will work in their predetermined groups to redesign the eSafety posters they made in lessons 6 and 12 into either a multimedia video production or a short multimodal story. Click here for an example of the eSafety poster, which formed part of the students’ formative assessment.
Their video or short story creates a cyber safety message for the community about private and personal information and how to keep it safe. It describes how students become part of online communities and how bullying can take place online. It provides solutions for how to balance screentime and identifies online resources to support their safety. Students will be provided with prompts to scaffold their assessment that include:
- Provide at least five examples of private information. Explain how you can keep private information safe.
- Explain why it is important to have a strong and secure password. Given an example of a strong and secure password.
- Describe a strategy you can use if you feel unsafe online. How will this help you?
- Explain two ways students can be exposed to bullying online. Why is this bullying?
- Identify actions you can take if you are being bullied online.
- Identify at least two organisations that support students online.
How do students complete the assessment
To complete the assessment students undertaking the:
- short multimedia video production will create a storyboard, film and use iMovie/Movie Maker to edit scenes and add music.
- short multimedia story will create a storyboard, source creative commons pictures, and draft their short story in Book Creator.
Students publish their videos / short stories to the class and receive feedback from other students before the final edit and submission. The videos will be published on the class intranet.
[Note: Ensure students have had previous instruction in Canva, iMovie and Book Creator.]
Assessment Marking Guide
Learning area
Health and Physical Education
Sub-strand
Personal, Social and Community Health
Year
4
Assessment task name
The two ‘Cybers’: Cybersafety and Cyberbullying
Description
Students choose to create a short video or book to interpret health messages [related to both cybersafety and cyberbullying] and discuss the influences on [online] safe choices. Students describe the connections they have to their community and identify local [and online] resources to support their safety.
Purpose of assessment
To demonstrate knowledge and understanding of both cybersafety and cyberbullying and their influences on online safe choices. Students demonstrate their knowledge and understanding of their connections to their community and resources to support their safety.
A
Makes connections between the key health messages [related to both cybersafety and cyberbullying] and justifies the influences on [online] safe choices. Justifies the significance of the connections [students] have to their community and uses examples of local resources to support their safety.
B
Explains the significance of health messages [related to both cybersafety and cyberbullying] and explains the influences on [online] safe choices. Explains the significance of the connections [students] have to their community and uses examples of local [and online] resources to support their safety.
C
Interprets health messages [related to both cybersafety and cyberbullying] and discusses the influences on [online] safe choices. Describes the connections [students] have to their community and identifies local [and online] resources to support their safety.
D
Identifies health messages [related to cybersafety or cyberbullying, but not both] and [online] safe choices. Identifies connections [students] have to their community and local resources to support their safety.
E
Identifies health messages [related to either cybersafety or cyberbullying, but not both]. Identifies connections [students] have to their community or local resources to support their safety.
This assessment suggestion and marking guide are part of my eSafety series. You can read my justification for teaching 9 – 10 year olds about eSafety, here. Explore my article on eSafety teaching strategies, integration into other subjects, and promoting diversity and inclusion here. To understand resource considerations and the impact of our teaching, dive into this article. For a tangible example, check out our unit plan and a lesson plan. Lastly, the eSafety Commissioner has a range of resources to suit various ages. Check out there wealth of resources here.
