Using the Correlation Graph

From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.

For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA

Using the Correlation Graph Assessment Tool

Assessment FOR, OF, and AS logo

The following comments detail how the Correlation Graph Assessment Tool was used successfully at:

Eltham North Primary School

This tool was trialled at Eltham North Primary School by Linda Drew and Kate Petty with Years 3 and 4 Maths.

We used this assessment tool:

  • to find out if the students believed that the set activities we completed in Maths were challenging and if they had learnt anything.

We used the tool in the following way:

We gave the students the tool to use at the end of a series of lessons on timetables, calendars and schedules to get the children thinking about what they had learnt and what challenges they had encountered. They plotted their learning and the challenge on a scale of 1 to 10. We then discussed students’ reflections and looked at how we could improve on our learning.

"I found this tool a quick and easy way for both myself and the students to reflect." Kate Petty

"I found this tool very easy to use and useful to reflect on children's learning and the lessons planned." Linda Drew

You could use this tool:

  • at the end of a series of lessons across all learning areas. It is easily adapted to monitor children's learning and to reflect on teaching practice and planning.

Somerville Rise Primary School

This tool was trialled at Somerville Rise Primary School by Mark Dewhurst with Year 6 Civics and Citizenship.

I used this assessment tool:

  • to give students an opportunity to reflect on the activities in the unit of work and to give them feedback on the degree of challenge and engagement.

I used the tool in the following way:

I broke the unit up into smaller components which were mapped individually, for example, elections, Magna Carta, project, etc. Each student plotted an overall judgement of the unit. Each student's judgment was placed on a class correlation chart. I used the results from the class chart as the basis for discussion about the positives and negatives of the unit and the activities in it.

I could improve the usefulness of this tool by:

  • having the students draw an individual set of axes on which they plot each of the various activities they have completed in a unit. This would give them a visual representation on which to base their ‘on-balance’ judgement of the unit.

You could use this tool:

  • in a range of situations where you wish to evaluate an event or activity.

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