Critique of an Existing Assessment Task and Analysis of NAPLAN Data.

EDC2300 Assessment and Reporting

Semester 2, 2017

 

Assessment Task 1:

Critique of an Existing Assessment Task and Analysis of NAPLAN Data.

 

Weighting: 40%

Word Limit: 2000 words (excluding reference list)

 

Task 1 (25 marks – approximately 1750 words)

 

Carefully read the attached ‘Description of Context’ (Appendix 1) and ‘Year 9 Assessment Task’. Like many assessment tasks used in schools, it has some strengths and weaknesses.

 

Your task is to critique this assessment instrument and process in the light of five key principles of assessment and the learners described. You are to identify the strengths and weaknesses and, to address these in a sound educational manner. You must make appropriate reference to the literature to justify and support your argument.

 

Part A:   (5 marks – approx. 250 words)
Consider the appropriateness of the task in relation to the characteristics of the learners. Some things to consider in your response may be the age of students, responsibility required, length of unit and task, background and diversity of students, access to resources, etc.

 

Part B:   (20 marks – approx. 1500 words)
Address the validity, reliability, fairness, flexibility, and authenticity of the task as presented. Identify strengths and weaknesses that are present in the assessment strategy with reference to appropriate academic literature.

 

Task 2 (10 marks- approximately 250 words)

Attached is the Year 9 NAPLAN report for a fictitious student named Jane. Use the information provided in this report, and the EDC2300 Course Content you have covered this semester to answer the following questions:

1. In which domains (Reading, Persuasive Writing, Language Conventions-Spelling, Language Conventions-Grammar and Punctuation, and Numeracy) has Jane performed below the national average for Year 9 students?

Briefly explain how you determined your answer. (1 mark)

2. (a) Identify Jane’s strongest domain, explain the basis for your decision (1mark) and

(b)  Estimate in percentile terms her position in the national cohort. (1 mark)

 

3. Jane’s parents have decided to hire a tutor so she can improve her Language Conventions. Based on Jane’s NAPLAN report, list 3 skills her tutor should have her focus on in order to progress to the next band level. (2 marks)

 

4. Jane’s school has decided to implement an extension program for students who are excelling in their school work. Students who receive a result in the top 20% of Year 9 students nationally, in one or more NAPLAN domains, will be invited to participate. Do you think this is a reasonable method of selecting students for the Extension Program? Explain your reasoning. (2 marks)

 

5. As the Curriculum Coordinator for Year 9, you have been called in to discuss the NAPLAN results with the School Principal.

(a)  Why would you need to source and take the 2012 Year 7 NAPLAN data with you to this meeting? (1 mark)

(b)  You are expecting that the Principal will ask you to identify 2 NAPLAN domains which will be focussed on in the next year to improve the students’ skills and thus their future NAPLAN results. Which 2 domains should be the focus of the extra effort? Explain why these 2 domains would be the most important given the 2014 NAPLAN data. (2 marks)

 

 

 

 

 

EDC2300 Assignment 1 Rubric

 

Student Name:                                                                                           Course Examiner:

 

Part 1	Minimal Progress							Emergent					Satisfactory					Good					Excellent
Appropriateness of the task in relation to learner characteristics. (including level of responsibility) (5 marks)	The response does not identify the key characteristics of the group of learners and the ways in which the task is appropriate or inappropriate for these learners.							The response identifies some of the key characteristics of the group of learners and the ways in which the task is appropriate or inappropriate for these learners.					The response satisfactorily outlines the key characteristics of the group of learners and the ways in which the task is appropriate or inappropriate for these learners. Relevant reference to literature.					The response clearly describes the key characteristics of the group of learners and the ways in which the task is appropriate or inappropriate for these learners. Relevant reference to literature.					The response very clearly explains the key characteristics of the group of learners and the ways in which the task is appropriate or inappropriate for these learners. Highly relevant reference to literature.
	0		0.5			1		1.5			2		2.5		3			3.5		4			4.5		5
Validity, reliability, fairness, flexibility and authenticity (20 marks) Note: The five concepts to be addressed in this section have an equal weighting of 4 marks each.	The response does not display an understanding of the concepts of validity, reliability, authenticity, fairness and flexibility and their application to the task.							The response does not display sufficient depth of understanding of the concepts of validity, reliability, authenticity, fairness and flexibility and their application to the task to be deemed satisfactory.					The response displays a satisfactory understanding of the concepts of validity, reliability, authenticity, fairness and flexibility and their application to the task. Relevant reference to literature.					The response displays a clear understanding of the concepts of validity, reliability, authenticity, fairness and flexibility and their application to the task. Relevant reference to literature.					The response displays a very clear understanding of the concepts of validity, reliability, authenticity, fairness and flexibility and their application to the task. Highly relevant reference to literature.
	0	1		2		3	4	5	6	7		8	9	10		11	12	13	14		15	16	17	18			19	20
Part 2
Data analysis    (10  marks)	The response demonstrates a lack of understanding of simple data interpretation							The response demonstrates some understanding of simple data interpretation.					The response demonstrates a sound understanding of simple data interpretation and a developing understanding of more complex data analysis					The response demonstrates a thorough understanding of simple data interpretation and a sound understanding  complex data analysis					The response demonstrates a  thorough understanding of both simple data interpretation and more complex data analysis
	0		1			2		3			4		5		6			7		8			9		10
Academic Writing   (5 marks)	Consistent errors throughout the text making it difficult to comprehend. Referencing is limited and inaccurate.							Errors in spelling, grammar, sentence structure and paragraphing undermine the readability of the text. References were not supplied for substantive claims.					Spelling and Grammar is accurate. Sentence structure and paragraphing is satisfactory. Referencing is consistent and follows APA 6th structure with only few lapses. References are used to support most substantive claims.					Spelling and Grammar is accurate. Sentence structure and paragraphing is effective. Referencing is consistent and follows APA 6th structure. References are used to support all substantive claims. Some minor errors.					Spelling and Grammar is accurate. Sentence structure and paragraphing is effective. Referencing is consistent and follows APA 6th structure. References are used to support all substantive claims.
	0	0.5			1			1.5		2			2.5			3		3.5		4			4.5			5

 

Final Result:   /40

Comments:

 

 

 

Appendix One

Description of Context

Year level:             Year Nine

Timeframe:           6 weeks

School:                 A large public secondary school, located in a semi-rural low to medium socio-economic district.  There are four Year Nine Science classes

Length of unit:      2 lessons per week for 6 weeks allocated for working on assessment tasks. 1 lesson per week for 6 weeks allocated for direct teaching – content focus.

Classroom:            All lessons are 40 minutes in duration.

Class dynamic:      30 students (14 girls and 16 boys) – representing a very wide range of ability.

The class is composed of several cultural groups, including Aboriginal and Torres Strait Islander, South East Asian and Anglo Australian.

Three students with an Intellectual Impairment also attend the class and are sometimes supported by a Teacher Aide for 1 Science lesson per week.

In the main, students have good relationships with these students and each other.

Many of the students have low self-esteem and often exhibit behaviours consistent with this.

 

 

Content Descriptors taught and assessed in unit:

–       Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)

–       Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)

–       Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175)

–       Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169)

–       Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)

–       Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)

Example Assessment Task

Extended  Research Task (ERT)

Survivor

Year 9                     Science                     Life and Living

Curriculum concepts:

There is a relationship between the structure and function of living things and this is the basis for understanding life-maintaining processes.

Organisms possess structural, functional and behavioural adaptations that are related to, and help them survive in, their environment.

Living things in ecosystems are interdependent. This means that changes to one ecosystem component will have flow on effects for other organisms.  Changes to habitats and abiotic features of the environment can also impact organisms and ecosystems.

 

Objectives :  

Undertake an Extended Research Task (ERT) in order to present information relating to the survival of an organism in its habitat including:

• discussion of the biotic and abiotic factors in the organism’s environment that affect its survival
• the organism’s structural, functional and behavioral adaptations
• the organism’s place in a food web.

 

In this assignment you are expected to demonstrate your understanding of the way in which an organism’s structural, functional and behavioural adaptations help that organism to survive in its environment. You must explain why the adaptations are structural, functional or behavioural and draw conclusions about how these adaptations equip the organism for survival with respect to biotic and abiotic factors in the environment. You will demonstrate your understanding of the cycling of matter and energy flow through ecosystems by explaining the role and place (trophic level) of your chosen organism in a food web.

You will also be required to demonstrate good communication skills through the use of your chosen medium (fact sheet, brochure or PowerPoint) and time management skills by meeting required deadlines. Please refer to the attached criteria sheet for more information.

 

The final document must be presented as a 2 page fact sheet or brochure printed back to back on an A4 page OR as a PowerPoint presentation with written notes for each slide.

                              

Ø  DEADLINES:

Phase 1:               Completed research notes. Uploaded to Moodle on Date XXXX

Final assignment: Uploaded to Moodle on Date XXXX. Hard copy to your teacher first lesson in week 9.

 

IMPORTANT NOTE: If Moodle is unavailable you may email your assignment to your teacher by the deadline.

 

EXTENSIONS: Must be negotiated in advance with the Director of Teaching and Learning as per school policy.

 

THE TASK

 

1. Background

Animals and plants have adaptations (features of their bodies) that are designed to increase their chances of survival and are matched to the habitat in which they live. In other words, organisms can survive in the environment because they are suited to it. Structural adaptations are the special body parts of an organism that help it to survive for example shape, colour, or body covering. Functional adaptations are related to bodily processes such as making venom, secreting slime or producing pheromones. Behavioural adaptations are the special ways an organism behaves such as becoming active at night, digging a nest, or huddling for warmth. Adaptations help an organism to cope with, and make the most of the abiotic and biotic features of its environment.

 

2. The context

 

You are an Environmental Education Officer for an imaginary national park located in one of Australia’s major ecosystems; rainforest, arid, mangroves and wetlands, marine, rivers and riparian fringe.  You are responsible for designing education programs that provide information about the natural environment to school groups and the community. You have been asked to produce an educational brochure or fact sheet, OR prepare an educational talk, which describes how an animal that is found in your national park is adapted to its environment.

 

3. The content

 

Organise information about your chosen organism into the following sections. You may vary the wording of the subheadings to suit the style of your presentation however you must include the specified information within each section.

• Introduction – (Note – this section is not graded but must be included). In this section you will introduce the organism including:
  • organism’s name – common and scientific
  • state whether it is endangered, or under threat
  • any other interesting things you discover about the organism
• Habitat – In this section you will provide a general description of the habitat, its geographic location and distribution map for your organism.

o   include a description of the organism’s habitat –  features of your National Park e.g.  landscape features, climate (3 key points).

• • describe the geographical location of your park in Australia
  • include a distribution map showing the main areas within the park where the organism is found.
• Factors affecting survival – describe the biotic (at least 2) and abiotic (at least 2) features of the environment which affect the organisms survival. Clearly identify which factors are biotic and which are abiotic. Important biotic factors include predators, competitors, and any prey. Abiotic factors might include climate, pollution, or landscape features.
• Adaptations – In this section you will identify and describe adaptations which help the organism to survive in its environment. You must classify  the organism’s adaptations as one of the following:
  • Structural, functional or behavioural (3 of each type or 9 across the 3 types however you MUST include at least one of each type).

o   Describe each adaptation  and explain how it helps the organism to survive or make the most of its environment.

o   Justify why the adaptation is classified as structural, functional or behavioural.

• Relationships – draw a food web which includes the organism you have researched.
  • Clearly identify whether the organism is a producer, consumer, decomposer, scavenger, carnivore, herbivore or omnivore

• • This food web should include a producer species as well as first and second order consumers. You must include at least 7 organisms in the food web.

• Reference list – acknowledge the sources of your information in the correct standard format. You must use the Harvard 6^th edition for all in-text referencing and reference list information.

 

4. Defining the topic

Read all the information provided so far to determine:

 

1. a) what you are trying to achieve.
2. b) what you need to do.
3. c) how you will present the information.
4. d) use the graphic organiser (supplied) to help plan your ERT

 

5. Locating, selecting and organising information.

 

In order to complete this activity you will undertake a set of preparatory activities in class in which you will be learning about habitats and adaptations.

You are to select an animal from your chosen ecosystem and conduct research to collect information that enables you to respond to the content requirements above (see 2).  You are to keep copies of your research notes including sources of information such as book references and websites.

Use a mix of both written and online sources. You should include at least 5 references.

 

6. Resources

 

For an overview of the main ecosystem types visit the website:

http://www.gullivermedia.com.au/eco.html

 

7. Formatting

 

You may include maps, diagrams and photographs to aid your explanation.

Fact Sheet.

Use an easily readable font such as Arial or Times New Roman in 12 pt. You may use Word Art for headings and design the layout which you think best presents your information. Use a separate sheet for your reference list.

PowerPoint

You are to use a MAXIMUM of 20 slides. Your final slide should be your reference list.

Each slide should list key points, photographs, diagrams and/or bullet points only, not written paragraphs of information. Full explanations will be included in your written notes for each slide. Notes should be formatted on an A4 page using 12 pt Arial or Times New Roman font and organised under a subheading for each slide e.g. Slide 1: Introduction.

8. Time & Resource allocation

 

You will be given access to computers and the library during 5 class lessons. You will spend approximately 2 class lessons conducting research and 3 lessons preparing your presentation. Some of the research can be completed for homework.

9. Assessment

 

Please refer to the attached rubric for the criteria and standards being assessed. You should aim to achieve the best possible grade you can for each of the assessment criteria. Note: In calculating your final grade, more weight is given to the “Knowledge and Understanding” criteria.

 

Before you hand in your final presentation, check your work against the rubric to make sure that you meet the required standards. Ask yourself these questions:

• How well do I meet the standards?
• Is there room for improvement?
• Have I left anything out which should be included in my presentation?

You can always ask a family member or friend to give you some constructive feedback on your draft.

 

Comprehensive knowledge is indicated when you address all the requirements for information outlined in Section 3 above. For example a comprehensive statement regarding a penguin adaptation might be:

 

Penguins possess a gland near the base of their tail which produces oil. The oil forms a waterproof coating on the feathers which keeps water away from the penguin’s skin and helps it to retain heat. The process of producing oil is a functional adaptation to the large amounts of time penguins spend in the ocean. The oil gland itself is a structural adaptation (body part) which is required in order for the penguin to produce oil.

 

This statement identifies the adaptation, describes what it is used for, classifies the adaptation as functional, and justifies the classification by stating that it is a bodily process. It also identifies the gland as a structural adaptation that is required for the function of oil production.

 

A satisfactory answer might be:

 

Penguins are adapted to spending long periods in the ocean by having an oily coating on their feathers.

 

An inadequate answer might be:

 

Penguins have an oily coating on their feathers.

 

YEAR 9 SCIENCE			“SURVIVOR” – ERT		CRITERIA & STANDARDS
criteria	A	B		C	D	E
Knowledge and understanding     The student:	§ demonstrates comprehensive knowledge of  the habitat of the chosen organism