Category: Writing

Assessment 2
Design and justification of assessment task
Due date
11.59 pm, Thursday 18 April 2024 (Week 16)
Weighting
40%
Word
count/length
1800 words
(+1-10%; The reference list is not included in the word count but in-text citations are)
SILOs
Demonstrate understanding of effective design principles (SILO 1)
Demonstrate understanding of affective design principles (SILO 2)
Demonstrate application of assessment design principles (SILO 3)
Feedback
50% of your marks for AT2 will be derived from the average of the peer assessments (including your self-
assessment).
The other 50% of your marks for this task will be awarded through the assessment decisions of the academic marker.
Feedback will be provided through rubric and feedback comments.
Purpose
Understanding assessment requirements in senior secondary can be instructive when designing learning and assessment in years 7­10. However, in teaching senior secondary our assessment options become narrower within the high stakes examinations context of the VCE, where demonstration of learning outcomes is the assessment goal. This is further intensified if your school takes an exam aligned approach. This task is intended to help you understand how to design a SAC (‘school assessed coursework’) to be used in your chosen VCE subject to assess each student’s level of achievement in the outcomes of the study design. It is also intended to enable you to evidence your capacity to assess student learning in your second subject (your ‘double’) within your discipline specialisation.
NOTE:
If you are enrolled in the Arts-based DS, EDU4016/4017, you will design a SAT, rather than a SAC. A SAT is a ‘school assessed task’. This is the formal assessment type only found in folio-based subjects to assess specific sets of practical skills and knowledge.
Task details
In this assessment task, you will design
one
SAC (or SAT) and rubric or marking guide for part of a VCE area of study in your chosen subject, justifying your decisions in relation to the appropriate VCE key knowledge, key skills and outcome statements, as well as the concepts you have been learning regarding effective and affective assessment.
NOTE: DO NOT USE A SAC/SAT YOU HAVE ALREADY DESIGNED IN YOUR OTHER SUBJECT (AND DO NOT USE YOUR SAC/SAT FROM
EDU4032 IN YOUR OTHER SUBJECT).
Besides being a breach of academic integrity (self-plagiarism), this will also deny you the opportunity to evidence your mastery of
two separate secondary subjects
within the one discipline.
4/15/24, 1:45 PM
2024-EDU4032(AW-1/BE-1/BU-1/MI-1/SH-1): Assessment
2: Details and instructions I My LMS subjects
Instructions
You must submit
one
SAC (or SAT) and accompanying rubric or marking guide; these should be attached as appendices to your justifications. (Appendices are not included in the word count).
TO ENSURE ANONYMITY IN AT3, DO NOT INCLUDE ANY
IDENTIFYING INFORMATION IN YOUR SUBMISSION.
Resources and readings relevant to the assessment
You can find material to help you with SAC (or SAT) design on the VCAA website. The Advice for Teachers for your chosen VCE subject is a good place to begin. You should also look at past examinations for your subject, and their associated examination reports. The VCAA Glossary of Command Terms is very helpful in breaking down what some of the command terms used in the examinations actually mean beneath the surface (what the examiners are looking for, and what students must be prepared by their teachers to demonstrate).
Teacher professional associations are also a treasure trove when it comes to guidance with developing SACs (or SATs). You need to be a member to access these resources: membership is usually free for pre-service teachers.
Use these guiding questions to help develop your understanding about what this task requires of you:
Curriculum and assessment requirements
What is the disciplinary knowledge being assessed in your SAC, and why?
What are the disciplinary skills being assessed in your SAC, and why?
Planning assessment
How will you determine demonstration of understanding? (e.g. UbD/’Backwards Design’)
How will you determine demonstration of
different levels
of understanding? (e.g. SOLO taxonomy, Blooms taxonomy)
How does this relate to the high stakes examinations context of VCE? Are you designing your assessments and expectations realistically?
Designing assessment
How are you assessing disciplinary knowledge in your SAC?
How will your students be assessed in terms of demonstrating different levels of understanding?
How does this relate to the high stakes examinations context of VCE?
How is your assessment designed effectively?
How is your assessment designed affectively?
Assessment criteria
Your submission will be assessed by three of your peers, self-assessed by yourself, and an academic marker, against the following criteria.
Demonstration of understanding of planning assessment within the VCE curriculum (10/40 marks)
Demonstration of understanding of designing assessment within the VCE curriculum (10/40 marks)
Demonstration of capacity to create an assessment task (SAC or SAT) and rubric/marking guide appropriate for the VCE curriculum context
Demonstration of academic writing skills (5/40 marks)
Demonstration of application of academic conventions (5/40 marks)
Rubric
Download the rubric for AT2 here
4/15/24, 1:45 PM
2024-EDU4032(AW-1/BE-1/BU-1/MI-1/SH-1): Assessment 2: Details and instructions I My LMS subjects
Submission details
Upload to AT2 submission link on Assessment tile of LMS
Last modified: Wednesday, 20 March 2024,11:23 AM
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10460485_1_assignment.pdf