Category: Writing

STUDY OF STUDENT
MOTIVATION
Contents Introduction……………………………………………………………………………………………………………….. 2
Source 1……………………………………………………………………………………………………………… 2
Source 2……………………………………………………………………………………………………………… 2
Source 3……………………………………………………………………………………………………………… 2
Aim…………………………………………………………………………………………………………………………… 3
Method……………………………………………………………………………………………………………………… 3
Focus Students……………………………………………………………………………………………………….. 3
Materials………………………………………………………………………………………………………………… 3
Prior Experimental Procedure…………………………………………………………………………………… 4
“Free Choice” Experimental Procedure……………………………………………………………………… 4
Post Experimental Procedure……………………………………………………………………………………. 4
Results………………………………………………………………………………………………………………………. 5
Engagement Rating……………………………………………………………………………………………… 5
Student 1……………………………………………………………………………………………………………….. 5
Student 2……………………………………………………………………………………………………………….. 6
Findings and Conclusions…………………………………………………………………………………………….. 6
Student 1……………………………………………………………………………………………………………….. 6
Experimental Results……………………………………………………………………………………………. 6
Intervention Results…………………………………………………………………………………………….. 7
Student 2……………………………………………………………………………………………………………….. 7
Experimental Results……………………………………………………………………………………………. 7
Intervention Results…………………………………………………………………………………………….. 8
Summary……………………………………………………………………………………………………………….. 8
References…………………………………………………………………………………………………………………. 9
Appendix…………………………………………………………………………………………………………………. 10
Student 1 & 2 Negative Behaviour…………………………………………………………………………… 10 Introduction This research project makes use of the following three sources to accurately use motivation and Vroom’s expectancy theory in a school and classroom environment.
Source 1
Huitt, W., & Cain, S. (2005). An overview of the conative domain.
Educational Psychology Interactive
. Valdosta, GA: Valdosta State University. Retrieved [2/06/2021] from https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.363.9158&rep=rep1&type=p df.
This paper investigates the study of conation which is defined as “the mental process that activates and/or directs behaviour and action”. As such, Huitt and Cain touch on the impact of intrinsic and extrinsic motivations on behaviours and actions of humans. Specifically, the paper stated that all intrinsically motivated people generally develop and show more persistence than extrinsically motivated people. It was highlighted however, that some forms of extrinsic motivation such as students who produced elaborate, vivid pictures of possible future selves, posed high levels of persistence and thus high levels of achievement.
Source 2
Ryan, R. D. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 54-67.
This Journal Article by Deci and Ryan provides an in-depth look at intrinsic and extrinsic motivation types and how to identify the motivation behind a person’s actions. In terms of measuring someone’s level of intrinsic motivation, this paper explains the behavioural measure called the ‘‘free choice’’. In experiments using this measure, participants are exposed to one of two tasks, one with a reward and one without. Following this period, the experimenter tells participants they will not be asked to work with the target task any further, and they are then left alone in the experimental room with the target task as well as various distractor activities. This presents the participant with a ‘‘free choice’’ about whether to return to the activity, and it is assumed that, if there is no extrinsic reason to do the task (e.g., no reward and no approval), then the more time they spend with the target task, the more intrinsically motivated they are for that task.
Source 3
Eerde, W. (1996). Vroom’s Expectancy Models and Work-Related Criteria. Journal of Applied Psychology, 575-586.
This journal article provides an in-depth analysis on Vroom’s Expectancy theory and its position in the study of work motivation. The expectancy theory states that an individual’s choice and action is determined by their expectation of the level of effort needed for their desired outcome. This is also affected by the individual’s value of the desired outcome. There are three main concepts that the expectancy theory follows:
Valence: Refers to the emotional orientations regarding the outcomes (e.g. attractiveness and desirability of outcome). This is directly related to extrinsic and intrinsic motivation.
Instrumentality: Refers to probability in obtaining an outcome and extends to the comparison between outcomes. For example, a student is to receive a reward for completing homework, what is the probability of the teacher fulfilling this outcome and is the reward worth the effort.
Expectancy: Refers to the individual’s expectations of what they are capable of and their expected level of effort for the expected outcome.
Vroom modelled these operationalisations by the following formula:
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This formula states that motivation is the product of expectancy, instrumentality, and valance. Thus, all three must be present in relatively high levels to produce a high level of motivation. That is, if an individual does not believe they can be successful at a task, or, the individual does not see a connection between their activity and success, or, the individual does not value the results of success, then the motivation decreases, resulting in a lower chance of engagement in the required learning activity.
Aim This research project aims to positively influence two students’ academic achievements and/or classroom behaviour by understanding their motivations and implementing strategies in accordance with their motivation type. This will be done by first identifying whether the student is intrinsically or extrinsically motivated through an in-class experiment, followed by a comparison between data and observations obtained post and prior implementation.
Method
Focus Students
This study was carried out on two year 7 students at The Cathedral School of St Anne and St James in Townsville, Queensland. Student 1 was selected as the low-achieving student and has been diagnosed with Attention Deficit Hyperactive Disorder (ADHD). Due to this diagnosis, student 1 presents engagement issues across all subjects and produces poor written work. For math, student 1 has been put into a support math classroom that focusses on simple familiar math problems and presents a more intimate one-on-one setting rather than a class setting. Due to student 1’s diagnosis, they are required to go to the health centre at school every second lunch to take medication to help with their condition. It was identified that this student would not go to the health centre at the specified time and instead wait until the end of lunch bell so they would miss out on the start of lesson 4.
achieving student with the potential to be in the high range. The main reason for student 2 not being a high achieving student is his in-class behaviour.
but had since presented a decline in behaviour and classwork. Thus, the goal for this project was to implement a strategy that would improve in-class behaviour and overall achievement. Materials
1 x Pen
1 x Book
23 x Dichotomous Key Worksheets
1 x 10 Minute Timer
Prior Experimental Procedure
The prior experiment procedure consisted of pure observational data such as hand-written notes, discussions with Site Based Teacher Educator (SBTE), observations across different subjects (math, science, philosophical inquiry, and manual arts), term 1 achievement and effort reports and recorded diary codes (students are coded in their diaries for positive and negative behaviours as a means of communicating with parents).
“Free Choice” Experimental Procedure
The experimental procedure was incorporated into a year 7 science lesson introducing dichotomous keys and followed that of Deci and Ryan’s “free choice” experiment presented in their paper. The lesson followed a typical sequence with direct teaching and class discussions in the beginning of the lesson, followed by a dichotomous key worksheet. The students were instructed to work individually on the worksheet containing 2 activities for 10 minutes and then have the last 10 minutes of the lesson as free time. The students were also told that the first activity on the worksheet was going to be marked by the teacher. A 10- minute timer was put up in the front of the classroom for all students to see. During this time, observations were made on the selected 2 students with a focus on a change in engagement after the first 10 minutes. These observations were recorded.
Post Experimental Procedure
After the experiment, the results were collated, and each students’ motivation type was determined in accordance with Deci and Ryan’s descriptions of intrinsic and extrinsic.
Finally, comparative data such as classroom observations, formative assessments and diary codes were recorded for the duration of 2 weeks. Results The results for Students 1 and 2 were collated over a period of 3 weeks.
Engagement Rating
In order to quantify classroom observations, each student was given an engagement rating at the end of the week. This rating was on a scale of 1 to 10, with 1 being the least engaged and 10 being the most engaged. This score was calculated by tallying up the total amount of times a student exhibited off topic behaviour in a lesson and then calculating the total over the week. Table 1 displays the ranges for each score.
Table 1: Engagement Rating Ranges
Rating Total Weekly Tallies
10
9
8
7
6
5
4
3
2
1
0 – 5
5 – 10
10 – 15
15 – 25
25 – 35
35 – 45
45 – 55
55 – 65
65 – 80
80 – 100
It is important to note that these observations were made only during Math and Science lessons.
Student 1
Table 2 displays the observations made from the “Free Choice” experiment while Table 3 displays the data collected over the 3 week period.
Table 2: Student 1 “Free Choice” Experimental Observations
First 10 minutes Free Time
Table 3: Student 1 Observations and Diary Entries
Recorded Data Week 1 (Pre- Experiment)
Week 2 (Post Experiment)
Week 3 (Post Experiment)
Negative Codes
8
7
4
Positive Codes
2
3
6
Engagement Rating
3
4
6
Late Tablets
3
3
0
‘Late Tablets’ represent the number of times per week that student 1 had not taken their medication on time.
Student 2
Table 4 displays the observations made for Student 2 during the “Free Choice” experiment while Tables 5 and 6 show the recorded data over the 3 weeks and student 2’s math assessment results respectively.
Table 4: Student 2 “Free Choice” Experimental Observations
First 10 minutes Free Time
Table 5: Student 2 Observations and Diary Entries
Recorded Data Week 1 (Pre- Experiment)
Week 2 (Post Experiment)
Week 3 (Post Experiment)
Negative Codes
12
9
7
Positive Codes
Engagement Rating
0
1
4
4
7
7
Table 6: Student 2 Math Assessment
It should be noted that the Term 2 Diagnostic test was conducted in week 1 of the research project and the Term 2 Exam was conducted at the end of week 3.
Findings and Conclusions
Student 1
Experimental Results
As seen in Table 2, Student 1 took 3 minutes before starting the first activity. He then began the activity and engaged well with the worksheet for 6 minutes before disengaging again during the last minute. Following the first 10 minutes of the experiment, Student 1 was seen to get out of his seat and socialise with other students. During the remainder of the free time, student 1 did not engage any further with either worksheet tasks.
According to Deci and Ryan (2000), “the more time they spend with the target task [during the “free choice” phase], the more intrinsically motivated they are for that task”. Thus, it was determined that due to student 1’s lack of engagement of the target task, they were extrinsically motivated for that task. It is important to emphasise that the results from this experiment only represented student 1’s motivation towards the target task in the science lesson, however, following discussions with the SBTE and review of prior observations, it was seen that student 1 exhibited similar behaviour across the majority of tasks he was given. Thus, it was proposed that student 1 was extrinsically motivated.
Intervention Results
From the results gathered during the experimental phase of the project, it was suggested that student 1 would be rewarded by something of his choice if he were to take his medication on time. The student was instructed that he was to take his medication at the beginning of lunch and get his diary signed by the nurse and then come to the middle school staffroom to collect his reward. There was no emphasis on the negative implications that the student may face if he were to take his medication late, only that he would miss out on a reward. The delivery of this proposal to the student was done in a private setting with the pre-service teacher and SBTE.
Post intervention with student 1, classroom observations were recorded in the same manner as prior to the intervention.
When evaluating the data gathered for ‘Late Tablets’, it was seen that student 1 had not taken his medication on time 3 out of the 5 weekdays for both the week prior to the experiment and the first week post intervention. This however, changed significantly as in week 3 of the project, student 1 had taken his medication on time every day. When evaluating the remaining data in Table 3, it was seen that this intervention may have had a positive impact on student 1’s classroom behaviour. Although not as significant, the changes seen in Negative Codes, Positive Codes and the Engagement Rating all trended in a positive direction.
These results match the philosophy of Vroom’s Expectancy theory, where:
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As during discussions with student 1, the type of reward was set by the student to ensure a high level of valance. Additionally, the process of going to the health centre and taking his medication was agreed by the student as requiring minimal effort, ensuring that this task was well within the student’s capability. The formula for motivation also explains the drastic change from week 1 and 2 to week 3. This is due to instrumentality, which as mentioned previously, is the persons perceived probability in obtaining the desired outcome. After student 1 had been rewarded twice in week 2 for taking his medication on time, this reenforced the idea that the desired outcome was going to occur if the task was completed. This in turn, increased the instrumentality level and thus, according to the equation, increased the student’s motivation to take the medication on time.
Student 2
Experimental Results
Similar to student 1, it was determined that for the set task during the science lesson, student 2 was extrinsically motivated. This is seen in Table 4 as firstly, the student asked for clarification on what exactly was being marked by the teacher. This suggested that the student only cared about what he needed to complete for the lesson. Furthermore, the student engaged well with the activity for 8 minutes before completing the activity early. After completing the first activity, student 2 showed no interest in continuing on with activity
2. This disengagement from activity 2 extended throughout the entire free time phase of the experiment as the student socialised with others and attempted to distract other who were doing the second activity. Again, like student 1’s results, the conclusion of student 2 being extrinsically motivated was only true for the dichotomous key activity. However, discussions with the SBTE indicated that student 2 only exhibited effort in class for assessment items and not general activities. This aligned with what was observed from the experiment and thus it was suggested that student 2 was also extrinsically motivated across all schoolwork.
Intervention Results
When assessing Table 5, it was seen that student 2’s classroom behaviour and effort started to increase post intervention. This is highlighted in the number of negative codes the student received and their engagement rating. In week 1, student 2 received 12 negative codes, this then decreased to 9 the following week and then finally 7 in week 3. The student’s engagement rating was seen to start at 4 and increase to 7 for the remaining 2 weeks. Table 6 displays student 2’s high achievement in term 1 as he received an A-, however this grade was seen to significantly drop as he received an E on the term 2 diagnostic test. After the intervention, student 2’s academic achievements increased as he received a B- on the term 2 exam.
The strategy that was implemented that caused these positive changes in results was guided by Vroom’s Expectancy Theory and the motivation formula. A meeting was held with Student 2 discussing his recent diagnostic test with the aim of implementing a strategy to help him improve for the term 2 exam. Firstly, the student was asked to set an achievable goal that he thought was attainable for the upcoming assessment. This ensured high levels of expectancy and valance as the student thought the goal was attainable and valued. Finally, to try to ensure a high level of instrumentality, a discussion was had surrounding the previous terms results as the student’s term 1 effort was highlighted in an attempt to reassure to the student that the desired outcome will happen with the appropriate amount of effort.
Summary
Overall, this project was deemed successful in achieving the aim of positively influencing two students’ academic achievements and/or classroom behaviour by understanding their motivations and implementing strategies in accordance with their motivation type. Deci and Ryan’s “Free Choice” experiment was conducted and proved to correctly determine the students’ motivation types, being extrinsic. From these results, a strategy for improving student 1’s motivation to take medication on time and a strategy for improving student 2’s motivation in class was implemented. Observed data such as positive and negative diary codes and engagement ratings were all seen to be positively impacted post intervention.
It was recommended that future iterations of the project should be carried out for a full term of school as the results seen from 3 weeks may not accurately represent the overall success of the interventions. References Eerde, W. (1996). Vroom’s Expectancy Models and Work-Related Criteria:.
Journal of Applied Psychology
, 575-586.
Huitt, W. C. (2005). An Overview of the Conative Domain.
Educational Psychology Interactive
. Ryan, R. D. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.
Contemporary Educational Psychology
, 54-67. Appendix
Student 1 & 2 Negative Behaviour
Table 7: Observational Data
Off Topic Behaviour
Day
Student 1
Student 2
Week 1
1
13
15
2
14
10
3
10
7
4
12
12
5
12
9
Week 2
6
13
4
7
10
6
8
7
5
9
8
7
10
7
4
Week 3
11
4
8
12
8
8
13
7
7
14
5
5
15
5
6
Attachments:
10481812_1_child-study-exemplar.docx

1. (a) A company uses resources A and B to manufacture three components, ampli- |
fiers. modulators and oscillators. These components are then combined into |
products a and 7. |
There are 600 units of resource A and 500 units of resource B available each |
day. One amplifier requires 3 units of resource A and 3 units of resource B. |
One modulator requires 4 units of resource A and 5 units of resource B. One
oscillator requires 4 units of resource A and 2 units of resource B. :
One unit of product a requires one amplifier, two modulators and three os-
cillators. One unit of product 3 requires three amplifiers. two modulators and |
five oscillators. 2
One unit of product a sells for a profit of £10 and one unit of product # sells :
for a profit of £13. |
Write a linear programming problem to decide how many of each component ,
and each product to make each day. You must explain any notation you
introduce. and explain your constraints and objective function.
(Do not attempt to solve the linear programming problem. You may |
ignore any need to produce whole numbers of items.) [10 marks] ,
(b) The situation is actually a bit ore complicated. The components are created |
at a component manufacture site, and the products are created at separate |
product manufacture (PM) sites. Product a is made at PM site a and product |
3 is made at PM site 8. !
The components must be sent to the product manufacture sites, and this incurs |
. a transportation cost. Each amplifier costs £1 to send to PM site a, and £1 :
to send to PM site @. Each modulator costs £4 to send to PM site a and £2 |
to send to PM site 3. Each oscillator costs £2 to send to PM site a and £1 |
to send to PM site £. !
Write a linear programming problem to address this new problem. You may as- |
sume that sending components to sites is instantaneous. You must explain any |
notation you introduce, and explain your constraints and objective function. |
(Do not attempt to solve the linear programming problem. You may
ignore any need to produce whole numbers of items.) [5 marks]
(c) Suppose for this part that all transportation costs are zero. :
(i) Without solving the LPPs, answer the following question. Is the optimal
value of your LPP in (a) less than, greater than, or equal to the optimal
value of your LPP in (b)? Justify your answer mathematically. [2 marks]
(ii) How does your answer to (i) change if we require that whole numbers of
components and products are produced? Justify your answer mathemati-
cally. [3 marks]
Attachments:
10450488_1_1..pdf

EDUC1004: Education and Change: The Lifelong Learner
Learning Outcomes: 1,2,3
LO1: Identify basic biopsychosocial changes and developments in the context of education.
LO2: Understand the significance of social and emotional well-being on learning and development
LO3: Demonstrate how theories that inform learning and development are implemented in learning and teaching contexts
Rationale: The purpose of this task is to develop your understanding of paradigms and frameworks for understanding change, development and learning in childhood and adolescence and how this applies to educational principles and practices. To demonstrate your understanding, you will draw on the unit content, the recommended readings and other peer reviewed literature.
Task: Your task is to develop a reflective portfolio that will document personal responses to the various paradigms and theoretical frameworks that are put forward in this unit to explain biopsychosocial changes. Your portfolio will resemble a journal that contains several important responses that will inform your teaching practice. This reflective portfolio aims to make connections between course material and instructional design as a future reference for teaching.
Respond to 3-4 questions or items from the list of questions below that demonstrates your engagement with the concepts and principles we are learning in this unit. You will need to integrate the relevant ideas and principles you are learning into your response for each item you select, to appropriately address the issues and/or questions inherent in the item. Use classroom examples where possible to illustrate your ideas and understanding.
Item 1 Considering the following statement, reflect on the degree to which nature (genes) and nurture (the environment) might influence an individual’s sporting ability:
So, you’ve got your father’s blonde hair and your mother’s brown eyes – these are genetic traits. You and your family are also very good at sport. Is it your genes or your environment that’s responsible for your sporting ability?
Item 2 Critically review the theoretical perspectives of Piaget, Vygotsky and Information Processing Theory as presented in the tutorials, and the readings. Choose one of these theories and reflect on how that theory can be applied to your teaching via a hypothetical classroom example.
Item 3 The development of vision in infancy, including acuity, colour perception, depth perception, face perception, and object perception, is essential to learning and development across the lifespan. Our experiences in moving, exploring independently, and manipulating materials contribute to our visual development. Briefly explain the implications this has for instructional guidance at the early childhood level, and discuss whether it can also have implications for teaching older children and students. You might like to include “epigenetics” to further your understanding of the nature/nurture relationship for this particular item, as this will give you additional insights into how the environment can affect genetic expression across development.
Item 4: How might scaffolding for the use of Vygotsky’s ZPD need to be differentiated for a student who experiences generalised anxiety? Describe how you would approach this in relation to your KLA.
Item 5: a) Reflect on student wellbeing – What is wellbeing? Why is it important? What sorts of things effect it and what are the important wellbeing risk factors?
b) On the basis of these initial reflections, provide a clear example of how the classroom teacher can promote wellbeing.
Item 6: According to ACARA the Australian Curriculum has ‘personal and social capability’ as a general capability to be carried out across all learning areas. ACARA, 2017 states that:
Students develop personal and social capability as they learn to understand themselves and others, and manage their relationships, lives, work and learning more effectively….
Provide a theoretical analysis of why this statement is so relevant in classrooms and schools.
Criteria
Demonstrate an understanding of the relevant core concepts, principles, and practices
Demonstrate how theories that inform learning and development are implemented in learning and teaching contexts
Demonstrates the use of compelling statements and arguments to support a point of view.
Applies correct referencing when citing authors and listing references.
Formatting and style
Base your writing style for this assessment on SCU’s Reflective Writing Guide. Please note that that you can use the first person when reflecting, however, you should use thirst person when referring to theory/literature. Your approach to writing the Reflective learning responses can be either of the following ways. The important point in either case is that your opinion must be clearly linked to theory, in order to demonstrate that you have understood the topic sufficiently.
Method 1:
State the reflection/opinion and give an explanation and an interpretation about that reflection. Provide a theoretical justification for the interpretation. This adds credibility to the interpretation. Draw a logical conclusion.
Method 2:
State and explain the theory and provide the basis for the subsequent opinion. Give the personal example and interpretation of that example in relation to the theory. Draw the ideas presented to a logical conclusion i.e. an evaluation of the relevance of self-disclosure to the communication within the relationship. Please use 12-point Times New Roman and use double line spacing as per APA 7th edition guidelines.
Referencing
• You must include in-text citations and reference list as per APA7th edition guidelines.
• Only peer reviewed sources are permitted. This includes peer reviewed journals and edited books and book chapters.
• Websites, blogs, Wikipedia, YouTube are NOT permitted in this assessment.
• In-text references and reference list should be in line with APA 7th edition.
• Use at least five high quality peer-reviewed academic sources.
Attachments:
10481805_1_learning-outcomes-portfolio.docx

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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