YEAR 8 TRASH ASSESSMENT
CRITERIA
NAME: ____________________________________
ADVANCED
Summarising
Shows a deep understanding of key ideas about
events and characters in the text and how these
apply to author’s message.
Logical ordering of ideas.
Is able to identify key vocabulary.
Uses dot points and/or Who, wanted to, but so
summary structure effectively by identifying what is
important. There is the correct amount of detail.
Questioning
Able to make complex inferences about the text and
connections to the text through questioning. Can
distinguish between the different levels of
questioning.
Shows an understanding of the author’s message
and how the text has been constructed.
Provides detailed responses to questions using
relevant, independently found evidence.
TOPIC: ___________________________________________________
PROFICIENT
BASIC
Shows understanding of key ideas about
events, setting and characters in the text.
Logical ordering of ideas.
Most of the key vocabulary has been
identified.
Uses dot points and/or Who, wanted to, but
so summary structure effectively. There may
be too much or too little detail.
Shows some knowledge of most key
ideas about events, setting and
characters in the text.
Events are mostly be in order.
Some use of key vocab
Some sections in copied straight from
novel. Attempted to use dot points
and/or Who, wanted to, but so summary
structure.
LOW
Limited understanding of
key events, setting and
characters.
Is not able to identify most
key vocab. Little use of dot
points and/or Who, wanted
to, but so summary
structure.
Able to make inferences about the text and
connections to the text through questioning
Can usually distinguish between the different
levels of questioning.
Shows an understanding of the author’s
message
Provides detailed responses to questions
using appropriate evidence
Able to make connections to the text
through questioning.
Has a basic understanding of the
author’s message.
Provides responses to questions using
some evidence.
Has created questions
but has not answered
them.
Does not understand the
author’s message.
Attempts to use
evidence in responses.
Student is able to create a visual that is
based on evidence from the text. It is
factually accurate. Student is able to use
symbolism that indicates an understanding
of the author’s message. The visual shows
an understanding of the purpose and
audience of the particular task.
Visual shows some understanding of
the text and is supported with some
evidence. Student’s use of
symbolism is not fully integrated.
Visual show some understanding of
purpose audience.
Visual shows only a
limited understanding of
the text and is not
supported with
evidence. Visual’s
purpose is unclear and it
is not targeted at the
appropriate audience.
Shows a deep understanding of key ideas about
events and characters in the text and how these
apply to author’s message. Shows a sophisticated
understanding of the ‘big ideas’ in the text.
Paragraph has a strong argument and is supported
with relevant and appropriate evidence from the
text. Quotes are integrated and selected to support
an argument.
Shows an understanding of key ideas
about events and characters in the text and
how these apply to author’s message.
Shows an understanding of the ‘big ideas’
in the text. Paragraph has a clear argument
and is supported with relevant and
appropriate evidence from the text. Quotes
are selected to support an argument, there
is an attempt to integrate quotes.
Shows some understanding of key
ideas about events and characters
and how these apply to author’s
message. Able to recognise ‘big
ideas’ in the text. There is an attempt
to use evidence to support their
argument, but use is limited or not
entirely relevant. Beginning to
develop an argument.
Writing shows only a
limited understanding of
the author’s message.
Little or no reference to
the ‘big ideas’ in the text.
Limited use of evidence
from the text. Does not
have a clear argument.
Use of
language and
vocabulary
Able to use connectives accurately.
Able to accurately use the correct metalanguage
from the vocabulary list.
Adopts a formal, analytical voice.
Beginning to use connectives accurately.
Able to accurately use the correct
metalanguage from the vocabulary list.
Adopts a mostly formal, analytical voice.
Able to use vocabulary from the unit
vocabulary list.
Limited use of
vocabulary taught in
class.
Mechanics of
Language
A minimum amount of spelling errors, mostly of
difficult words.
Correctly uses simple, compound and complex
sentences.
Punctuation used confidently and correctly.
Evidence of correct spelling with most
simple words spelt correctly and errors in
difficult words.
Successful use of sentences and
paragraphing, with few errors in complex
sentences.
Punctuation is used correctly.
Able to use semi-colons, colons, and
dashes in a formal text.
Correctly spells most words.
Uses complex and compound
sentences accurately.
Limitations in correct use
of spelling and
punctuation with a
number of simple errors
made repeatedly.
Fragmented or ‘run-on’
sentences.
Visualising
TH - PLC
Author’s
Message
Student is able to create a visual that based on
evidence from the whole text. It is factually accurate
and demonstrates a close reading of the text.
Student is able to use symbolism in a sophisticated
way, that indicates a deeper understanding of the
author’s message. The visual shows an
understanding of the purpose and audience of the
particular task.
NOT
SHOWN