Tropical Savannas CRC
Teach Savannas Learn Savannas Savannas Windows


Assessment rubric
Here is an example of an assessment rubric for this culminating task. [pdf 81.3 kb]

Teaching Note

It is suggested that a rubric is developed with students ensuring the criteria for making judgments are clear to students beforehand.

How will you build in opportunities for students to receive feedback and revise their work throughout this task?

Fieldwork Resources

A Field Guide to Assessing Australia's Tropical Riparian Zones
This tool provides a robust field-based method to quickly assess riparian condition at small scales (i.e. sections of creeks and rivers less than 10 km long). [pdf 6.7 Mb]

Score Sheets for TRARC
Here are the TRARC score sheets that can be used in the field to assess riparian condition. [pdf 1.4 Mb]

TRARC data entry spread sheet Ord Region
Excel spreadsheet for data entry for use in tropical rapid appraisal of riparian condition. [xls 835.5 kb]

TRARC general data entry spread sheet
General excel spreadsheet for data entry for tropical rapid appraisal of riparian condition. [xls 840.0 kb]


Assessment occurs throughout the learning process and opportunities for assessment for learning are suggested in the Learning Plan (see menu, left). This informs teachers about the "focused teaching" required for different learners' needs. Performance assessment tasks allow students to show and apply their learning in a purposeful and contextualised way.


What can students do to conserve biodiversity in their local area?

                Photo: Peter Jacklyn

Performance Assessment 

What can be done in our local area to  conserve biodiversity?

Each research team will investigate a key issue e.g. weeds, feral animals, domestic pests, wildfire.

You will need to:

  • gather background information on the issue (this could include interviewing/surveying the community);
  • identify possible contributing factors and social and environmental impacts;
  • investigate what action has already been taken (including the key organizations involved) and what the results were;
  • choose a specific area to conduct research on a local ecosystem — this could be the
    Riparian louise fogg5

    Students choose a specific area to conduct research.

                    Photo: Louise Fogg

    schoolyard, your backyard, local park, riparian area (waterway) etc; determine:
    • what aspects of the flora/fauna/ soil/ water to study;
    • how to make measurements, collect information, display data;
    • what to conclude from the study;
    • create a food web to show the relationships between the plants and animals in your area;
    • compare your findings to the relevant biodiversity issues in your community;
    • propose a course of action and;
    • communicate your findings and recommendations.

Your report, including findings and recommendations, will be presented (multi-media presentation) to your fellow researchers and a decision made on which issue/recommendations will be funded.

You will be part of the planning of the chosen project, including liaising with key organizations in order to implement the recommendations.

Other Evidence

  • Printable work samples including:
    • key characteristics of savannas
    • role of termites in the savannas
    • guided scientific report
    • Consequence chart of impacts on savanna ecosystems
    • Mind map/definition on biodiversity of Australia's Tropical Savannas (developed over the unit)
  • Student learning journal.

Student Self Assessment and Reflection

  • Students may wish to set their own personal goals
  • Students may peer assess
  • At all stages students should be given the opportunity to reflect on their performance and progress and to identify what they need to do next in order to be successful. A learning journal (written/video) would be a great way to keep records of this reflection.