EDET400 - TASK ADVICE

EDET400 - TASK ADVICE

This Communication Tool addresses the Requirements of EDET400 AT1. In response to students questions the document suggests a possible layout for the Assessment Portfolio. This Communication Tool should be read in conjunction with the Revised AT1.

The word count is 2,000 words.

You must include a Unit Plan which already exists as part of an Assessment Portfolio.

Your Unit Plan must be included as Appendix 1.

You could screenshot parts of the Unit Plan that meet Part B Criteria. Expressed another way, if there are sections in the already existing unit of work, you may screenshot these and put them in the relevant Part B sectionsYour Assessment Portfolio comprises Part A and Part B. The Assessment Portfolio relates to the chosen Unit of Work included in Appendix.

Sign post/label each section of the assessment portfolio by:

following the order provided in the task

using the tasks respective headings

Throughout Part A and Part B you must include annotations which explain the significance of

each item you provideany evidence you include.

Your portfolio should address Part A and each section in Part B. Where you are including data or evidence of any kind, please include them as annotated inclusions within the relevant point in each section. Remember that your annotated data and evidence does not contribute to the word count.

Part A requires that you:

# Discuss:

the theoretical and philosophical approach to assessment in the assessment portfolio that you have designedidentifying the up-to-5 assessment principles underpinning your approach to assessment in the assessment portfolio with reference to contemporary relevant literature

how the principles connect to core policy, curriculum and state-based documents and how the principles are relevant to secondary schools and teachers

# Reflect on how the principles and your Assessment Portfolio will:

support student learning

facilitate the monitoring of learning to:

evaluate teaching practice

modify teaching practice

Part B requires that your Assessment portfolio includes:

A quality summative assessment task which you have designed which:

aligns to your chosen unit of work

addresses each of the 5 points listed in Part B: 1

A baseline formative assessment activity (related to your chosen unit of work and the front-ended summative assessment) which you have designed to ascertain students:

prior knowledge

understanding

skills

and which addresses the two points listedA formative assessment and feedback plan which you have designed to:

track student progress across the unit of work and which addresses each of the 4 points listedA system and/or strategies which you have designed for collating, presenting, analysing, interpreting and reporting on the student assessment data. Your system and/or strategies should address the two points listed.

When constructing your portfolio, please ensure that the document is self-contained. This means that the Assessment Portfolio is presented as a complete document.

Use Appendices to include assignments you have created.

Appendix 1 should contain only the annotated pre-published unit plan you have chosen.

Individual appendices can be used to contain each of the assignments created from the unit plan: For example:

Put Part B1: Summative Assessment into Appendix 2

Part B 2 Baseline assessment activity into Appendix 3

Part B 3 Formative assessment and Unit Plan into Appendix 4

Part B 4 Data System/Strategies

Students will then take screenshots of relevant evidence and annotate and include these at relevant points in the Assessment Portfolio.

ACTUAL TASK SHEET

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Table of Contents

TOC o "1-3" h z u Part A: PAGEREF _Toc133090004 h 1Aligned with curriculum and pedagogy PAGEREF _Toc133090005 h 1Evaluate teaching practice PAGEREF _Toc133090006 h 1Modifying teaching practice PAGEREF _Toc133090007 h 1Equitable for all students PAGEREF _Toc133090008 h 2Evaluate teaching practice PAGEREF _Toc133090009 h 2Modifying teaching practice PAGEREF _Toc133090010 h 3Informative PAGEREF _Toc133090011 h 3Evaluate teaching practice PAGEREF _Toc133090012 h 3Modifying teaching practice PAGEREF _Toc133090013 h 4Part B PAGEREF _Toc133090014 h 5Bibliography PAGEREF _Toc133090015 h 6Appendix PAGEREF _Toc133090016 h 6Appendix 1: Unit plan PAGEREF _Toc133090017 h 7Appendix 2.1: Summative Assessment PAGEREF _Toc133090018 h 10Appendix 2.2: Matrix for summative assessment PAGEREF _Toc133090019 h 12Appendix 3: Baseline assessment activity PAGEREF _Toc133090020 h 13Appendix 4.1: Formative Assessment PAGEREF _Toc133090021 h 14Appendix 4.2: Formative Assessment Peer feedback PAGEREF _Toc133090022 h 15Appendix 4.3: Formative Assessment Matrix PAGEREF _Toc133090023 h 16Appendix 5: Data System/Strategies PAGEREF _Toc133090024 h 17

Part AAligned with curriculum and pedagogy

From a student teacher's perspective, aligning assessments with ACARA and QCAA is crucial to ensure that our students are meeting the expected learning outcomes for their grade level. This alignment allows us to follow the curriculum closely and teach relevant content that enables us to track and monitor student progress effectively. The alignment principle highlights the significance of using assessment items that are consistent with the curriculum and the unit being taught. This ensures that students are provided with quality assessments that reflect what they have been learning in the classroom, allowing them to showcase their knowledge and understanding of the subject matter. Furthermore, by linking assessments with the curriculum, pedagogy, and reporting, we provide our students with valuable feedback that helps them improve their learning and meet the expected learning outcomes. Ultimately, the alignment principle supports student learning by ensuring that teaching, learning, and assessment are all in harmony, leading to better learning outcomes for our students. As student teachers, it is our responsibility to ensure that our assessments are aligned with the curriculum and the expected learning outcomes to support our students' growth and development.

Evaluate teaching practiceAligning students' assessments with ACARA and QCAA provides teachers with a framework for monitoring student learning and evaluating teaching practices. The alignment principle ensures that assessment tasks directly target the curriculum and pedagogical practices being applied in the classroom. This enables teachers to design assessments that are consistent with the intended learning outcomes and the skills students are expected to acquire. By doing so, they are better equipped to track and monitor student progress and identify areas that need improvement. Without alignment, it would be difficult for teachers to design assessments that accurately measure the knowledge and skills their students have acquired.

The QCAA emphasizes that aligning assessments with the curriculum is not an isolated process. Instead, it is an integral part of the teaching and learning cycle. Teachers need to incorporate the planning of assessment tasks into their standard teaching and learning planning to ensure that the assessments they use are consistent with the curriculum and aligned with the pedagogical practices they employ in the classroom. This ensures that teachers have the necessary tools to evaluate the effectiveness of their teaching practices and adjust their teaching strategies accordingly. Ultimately, aligning students' assessments with ACARA and QCAA facilitates the monitoring of learning, which is essential for evaluating teaching practices and improving student outcomes.

Modifying teaching practiceAligning students' assessments with the Australian Curriculum, Assessment and Reporting Authority (ACARA) and the Queensland Curriculum and Assessment Authority (QCAA) can significantly facilitate the monitoring and modification of teaching practices. Assessments that are directly linked to the curriculum and syllabus content provide an accurate gauge of student learning and progress, promoting individual academic growth in terms of knowledge, skills, and understanding. This approach empowers educators to modify their teaching practices to ensure that students are meeting the expected learning outcomes. Research indicates that establishing a robust curriculum as the foundation for assessment items leads to more structured and effective education delivery for all stakeholders involved (Francis, Regester, & Reed, 2019).

The QCAA emphasizes that alignment in assessment is achieved by integrating assessment planning into standard teaching and learning planning. This principle is evident in Part B of the curriculum, where all formative and summative assessments are designed to strictly adhere to the year nine physical education class curriculum and syllabus standards. By doing so, teachers can ensure that their assessments accurately reflect what students have been learning in the classroom and provide feedback that is relevant to their progress towards the expected learning outcomes. Ultimately, the alignment principle in assessment enables teachers to modify their teaching practices to meet the needs of their students and promote better learning outcomes.

Equitable for all studentsThe portfolio approach to assessment is informed by a theoretical and philosophical principle that advocates for providing an equitable education to all students. This principle aims to create a classroom environment that allows every student to have equal opportunities to participate and enhance their academic and social abilities. The Queensland Curriculum and Assessment Authority (QCAA) highlights the importance of meeting the individual needs of young people in Queensland and preparing them for active participation in a fair and equitable society (QCAA, 2021). According to literature, it is crucial to consider the learning needs of students and present classroom content in a manner that is comprehensible to all students. Teachers should adjust the delivery or type of assessment, if required, to accommodate the diverse learning needs of their students without changing the marking or critiquing process of the assessment item (QCAA, 2021). This principle aligns with the broader constructivist philosophy that acknowledges the fact that every student constructs their own understanding of the world and requires diverse learning experiences to do so (Ormrod, 2014).

Evaluate teaching practiceAs educators, it is our responsibility to ensure that we provide equal opportunities for all students to participate and showcase their knowledge and abilities through equitable assessment practices. This is vital for effective monitoring of student learning and evaluation of our teaching practice. By catering to individual student needs, we can create assessment tasks that are socially and culturally inclusive, enabling all students to engage in the assessment process. The Queensland Curriculum and Assessment Authority (QCAA) recognizes the importance of this, committing to designing assessments that meet individual student needs (QCAA, 2021). Through equitable assessments, we can evaluate our teaching methods and modify them accordingly to better meet the diverse needs of our students. This reflective and adaptive approach can improve student learning outcomes and support their academic and social growth. Therefore, equitable assessment practices are crucial for both monitoring student learning and assessing our effectiveness as teachers.

Modifying teaching practiceThe equity principle in assessment is essential for promoting a growth mindset in both students and teachers, ultimately supporting student learning. Providing equal access and opportunities for participation within an inclusive classroom environment is the foundation of equitable assessment. Teachers must design socially and culturally inclusive assessments to meet the diverse needs of their students. By using equitable assessments, teachers can evaluate and modify their teaching strategies, allocate resources, and create tailored teaching strategies to meet their diverse students' needs. Monitoring student progress through equitable assessments allows for necessary modifications to improve student learning outcomes. Therefore, equitable assessment practices play a crucial role in facilitating the monitoring of learning and modifying teaching practice to meet the needs of all students.

InformativeThe informative assessment principle provides clear feedback to teachers, parents, and caregivers on students' knowledge, skills, and understanding of classroom content. It promotes self-assessment and critical evaluation of learning progress, essential for lifelong learning. Informative assessments also help teachers tailor their teaching to meet the needs of each student, leading to improved engagement, motivation, and learning outcomes. This principle is crucial for creating a supportive and engaging learning environment, encouraging students to take ownership of their learning and strive for continued improvement.

Evaluate teaching practiceThe informative assessment principle plays a critical role in facilitating the monitoring of learning to evaluate teaching practice. This principle emphasizes the importance of quality assessment items that provide teachers with valuable information on their students' abilities and understanding of classroom content. By having access to this information, teachers are better equipped to make informed decisions about their instructional practices and modify their teaching strategies to better support their students. Through the implementation of informative assessment tasks, students are given the opportunity to fully comprehend their progress within the unit and showcase their individual successes. This process promotes collaboration between families and schools, which is crucial in supporting the learning and development of all students. By sharing individual student progress with parents and caregivers, educators can strengthen the relationship between the school and home, leading to a more holistic approach to student learning. Overall, the informative assessment principle is essential for promoting student learning, supporting teachers, and evaluating and modifying teaching practice.

Modifying teaching practiceThe informative assessment principle is a crucial component of effective teaching practice, enabling educators to monitor and modify their teaching methods to better support their students' learning. Through the use of quality assessment items, teachers can gain valuable insights into their students' abilities and understanding of classroom content, allowing them to plan and deliver future learning opportunities that cater to their individual needs. This process not only helps students better understand their progress within the unit but also encourages self-reflection and self-evaluation skills, which are essential for lifelong learning. The informative assessment principle also promotes collaboration and communication between schools, families, and caregivers, ensuring that all stakeholders are informed about each student's progress and can work together to support their ongoing development. Maintaining student confidentiality is critical in this process, and teachers must follow established protocols to ensure that parents and caregivers have access to their child's file while maintaining confidentiality. Ultimately, the informative assessment principle is a vital tool for educators, enabling them to create personalized learning plans for each student based on their assessment results and promoting ongoing learning and growth.

Part BSummative Assessment Task Year 10 HPE (Appendix Two)

Align assessment to relevant curriculum.

The assessment task involves a research report that assesses students' ability to create, analyse, synthesise, evaluate, and justify primary and secondary data in order to identify trends related to barriers and enablers in AFL. The task requires students to apply their prior knowledge and understanding to an assessment environment, as Year 10 is considered the pathway to the senior curriculum. To align with the QCAA syllabus, the assessment pieces require students to:

Recognise and explain equity concepts and principles in selected physical activitiesAnalyse and synthesise data to develop equity strategiesEvaluate equity and movement strategiesJustify equity and movement strategiesMake decisions about and use language, conventions and mode-appropriate features for purposes and contexts. (QCAA,2019)

The Year 10 Health and Physical Education theory unit focused on sports psychology and equity within sport, specifically on barriers and enablers. To connect the assessment task to the relevant curriculum, the chosen focus area was linked to descriptions from the Australian Curriculum Assessment and Reporting Authority, including:

Communicating and interacting for health and wellbeing

Evaluate situations and propose appropriate emotional responses and then reflect on possible outcomes of different responses (ACPPS094 - Scootle )

analysing interactions where emotional responses may not be immediately apparent and reflecting on the possible consequences of not recognising the emotions involvedContributing to healthy and active communities

Plan and evaluate new and creative interventions that promote their own and others connection to community and natural and built environments (ACPPS097 - Scootle )

creating and evaluating proposals to promote the use of natural settings within the local community for physical activityUnderstanding Movement

Examinethe rolephysical activity,outdoor recreationandsportplayin the lives of Australians andinvestigatehow this has changed over time(ACPMP104 - Scootle)researching the trends in participation in organised junior sports and predicting future trends and directions

investigating the varied perspectives held by Australians on sport and examining how this diversity is represented in the sports we play todayLearning through movement

Reflect on how fair play and ethical behaviour can influence the outcomes of movement activities (ACPMP107 - Scootle )

analysing how equitable participation in group activities can influence outcomes in physical activity (ACARA, 2022)

Communication with stakeholders

Bibliography

Appendix-463463-5219Appendix 1: Unit plan

Appendix 1: Unit plan

YEAR 10 Health and Physical Education

-56526422732100Term 3 Unit Outline

-682625-9111800

-751840127800

Appendix 2.1: Summative Assessment-46058712615300

-598564-39532000

Appendix 2.2: Matrix for summative assessment

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Appendix 3: Baseline assessment activity

-43609826728600Appendix 4.1: Formative Assessment

-266094618353200-2816969700Appendix 4.2: Formative Assessment Peer feedbackAppendix 4.3: Formative Assessment Matrix

Appendix 5: Data System/StrategiesAN EXAMPLE OF SOMEONES WORK

Table of Contents

TOC o "1-3" h z u Part A: Principles of Assessment PAGEREF _Toc133027383 h 2Assessment Principles: PAGEREF _Toc133027384 h 2Equitable: PAGEREF _Toc133027385 h 2Informative: PAGEREF _Toc133027386 h 2Aligned: PAGEREF _Toc133027387 h 2Assessment & Curriculum Incorporation: PAGEREF _Toc133027388 h 3Equitable: PAGEREF _Toc133027389 h 3Informative: PAGEREF _Toc133027390 h 3Aligned: PAGEREF _Toc133027391 h 3Supporting Students Learning & Monitoring of Learning PAGEREF _Toc133027392 h 4Equitable: PAGEREF _Toc133027393 h 4Informative: PAGEREF _Toc133027394 h 4Aligned: PAGEREF _Toc133027395 h 5Part B: Assessment Portfolio PAGEREF _Toc133027396 h 51.Summative Assessment Task Year 9 HPE (Appendix One) PAGEREF _Toc133027397 h 5a)Align assessment to relevant curriculum. PAGEREF _Toc133027398 h 5b)Communication between stakeholders and parents PAGEREF _Toc133027399 h 6c)Differentiated Learning Considerations PAGEREF _Toc133027400 h 6d)Constructed Criteria PAGEREF _Toc133027401 h 7e)Moderation Practices PAGEREF _Toc133027402 h 72.Baseline Assessment Activity PAGEREF _Toc133027403 h 7a)Literacy, Numeracy, ICT PAGEREF _Toc133027404 h 7b)Learning Goals PAGEREF _Toc133027405 h 83.Formative Assessment Feedback Plan PAGEREF _Toc133027406 h 8a)RISE Feedback Model (Appendix 3) PAGEREF _Toc133027407 h 8b)Differentiated Learning Considerations PAGEREF _Toc133027408 h 84.Reporting Student Assessment Data PAGEREF _Toc133027409 h 9a)Presenting the data PAGEREF _Toc133027410 h 9Appendix PAGEREF _Toc133027411 h 10Appendix One: Summative Assessment Item PAGEREF _Toc133027412 h 10Appendix Two: Summative Assessment Criteria Sheet PAGEREF _Toc133027413 h 12Appendix Three: Formative Assessment Feedback Plan PAGEREF _Toc133027414 h 13Appendix Four: Data Collection Excel Spreadsheet PAGEREF _Toc133027415 h 14Reference List PAGEREF _Toc133027416 h 15

Part A: Principles of Assessment

Assessment Principles:

Equitable:

The assessment principle equitable for all students refers to education systems allowing all students equal opportunity to actively participate and be a part of classroom environment committed to improving students abilities both academically and socially. The Queensland Curriculum and Assessment Authority (QCAA) supports this further stating that all young people in Queensland are entitled to an education that meets their individual needs and prepares them for active participation in the creation of socially just and equitable society CITATION QCA21 l 3081 (QCAA, 2021). The learning needs of students must be considered also, in order for classroom content to be delivered in a way that is understood by all students. Learning needs of all students must be considered, if required teachers must adjust the delivery or type of assessment without altering the way the assessment item is marked or critiqued CITATION QCA21 l 3081 (QCAA, 2021).

Informative:

The informative principle of assessment refers to the quality of assessment items and its ability to provide teachers and parent / care givers with information on students abilities and knowledge and understanding of classroom content. The QCAA defines informative as quality assessment that provides information teachers, students, and parents/carers about the depth of students understandings, problem solving, analysis, synthesis, and critical thinking abilities CITATION QCA21 l 3081 (QCAA, 2021). The assessment principle informative enables students to learn and gain a greater understanding of where they can improve and where they have improved within their individual learning abilities, it fosters students abilities to create self-assessment skills which in turn enables them to critically assess their own individual learning.

Aligned:

The assessment principle of aligned refers to students work being aligned with the curriculum and unit they are undertaking. It is further defined as the alignment of learning, teaching, and assessment in relation to critical learning outlines such as objectives, assessment of learning and anticipated knowledge skills and dispositions. The QCAA defines alignment as assessment being related back to curriculum, pedagogy, and reporting CITATION QCA21 l 3081 (QCAA, 2021). Meaning that what is taught within the classroom must reflect how it was taught, how students are provided with cues to improve and how the overall learning is reported.

Assessment & Curriculum Incorporation:

Equitable:

Within the education sector each student learns in a diverse way, it is the role of the teacher to cater to the needs of all students without showing discrepancies to those who do not require as much assistance. Within implementation into assessment the QCAA is committed to creating assessment that is catered and considered to the individual learners needs CITATION QCA21 l 3081 (QCAA, 2021). As it is the true belief that assessment and education is equitable if it provides opportunities for all students to demonstrate their own individual knowledge and understandings of assessment topics.

Informative:

Within the informative principal it is imperative that the assessment item informs teachers planning and delivery of true students learning opportunities. Specifically, those that promote future learning development when intertwined with opportunities for feedback through reflection. The informative assessment process provides students with the opportunity to understand to the full extent the progress they have made within the unit, showcasing their individual success. QCAA highlights that through informative processors, collaboration and sharing between families and schools to support the learning and development of all students is at an all-time high CITATION QCA21 l 3081 (QCAA, 2021).

Aligned:

Alignment within assessment enables teachers to create assessment items that a directly aims at the curriculum and pedagogical work that has been completed within the classroom. Without a principle such as this, throughout schools there would be no plans or processors on the correct and effective way to create assessment items that align with the correct aspects of the curriculum. The QCAA states that alignment within assessment is achieved when teachers actively plan assessment items at the same time they plan for standard teaching and learning CITATION QCA21 l 3081 (QCAA, 2021).

Supporting Students Learning & Monitoring of Learning

Equitable:

The chosen principle of equitable will support student learning within the classroom as it facilitates a growth mindset within both students and teachers. Providing equal access and opportunity to participate within a safe, supportive, and inclusive classroom room environment is the foundation of which equitable assessment stands on. The QCAA highlights the needs of students that must be met in order for a classroom to be considered equitable. Teachers are required to create and design learning activities and assessment items that are both socially and culturally inclusive CITATION QCA21 l 3081 (QCAA, 2021). Equal basis of participation for all learners must be met. Creating differentiated learning considerations where required in order to facilitate participation and engage in equitable outcomes CITATION QCA21 l 3081 (QCAA, 2021). Lastly, making sure that the backgrounds of all families and students within the education institution are acknowledged and respected. This will be achieved within part B of the assessment portfolio as; all students need will be catered for through differentiated learning considerations that facilitate learning and continued growth mindset within the classroom.

Informative:

This principle holds the basis for making sure that there is support within schools to facilitate and implement adequate system wide planning and maintaining an open form of communication about students progression to parents / care givers. Within Part B, there will be an extensive outline of how teachers will be able to share all individual students educational information with their individual parent / care givers only. It is especially important within situations such as these to hold a high standard for not breaching student confidentiality when regarding their assessment items and learning progressions. As such, a system has been set in place to only allow parents / care givers access to their individual students file. This will be explained further below. The informative learning assessment principle provides the backbone to educators, enabling teachers to create individualised learning plans for students catered from the results of their assessment items, subsequently improving student knowledge, and understanding CITATION QCA21 l 3081 (QCAA, 2021).

Aligned:Linking assessment items to relevant curriculum and syllabus content is the foundation for which assessment and in class learning is created from. It enables teachers to accurately measure and assess student learning. Facilitating individual student academic growth through skills, knowledge and understanding they have ascertained throughout their secondary education. Studies show that through creating an effective curriculum to base assessment items off, it provides teachers, students, school leaders and community stakeholders with an enhanced structure to improve and deliver a quality education CITATION Fra19 l 3081 (Francis, Regester, & Reed, 2019). This is evident through part b as all summative and formative assessment items created strictly follow both the curriculum and syllabus standards for a year nine physical education class.

Part B: Assessment Portfolio

Summative Assessment Task Year 9 HPE (Appendix One)

Align assessment to relevant curriculum.

The selected assessment item is a research report that focusses on students ability to create, analyse, synthesise, evaluate, and justify primary and secondary data in order to discover the apparent differences between data when implementing an initiative surrounding a chosen topic. The unit of work selected requires students to implement their prior class knowledge and understanding into an assessment environment. The focus year 9 health and physical education theory unit was focussing on the risk alcohol and other drugs consumption during adolescents CITATION Aus14 l 3081 (Australian Curriculum Assessment and Reporting Authority , 2014). Linking the chosen focus area to the following descriptions from the Australian Curriculum Assessment and Reporting Authority, to connect the assessment task back to relevant curriculum.

Propose, practice, and evaluate responses in situations where external influences may impact on their ability to make healthy and safe choices (ACCPPS092)

Critically analyseandapplyhealthinformation from a range of sources tohealthdecisions and situations.(ACPPS095)

Plan implement and critique strategies to enhance health, safety, and wellbeing of their communities (ACPPS096) CITATION Aus14 l 3081 (Australian Curriculum Assessment and Reporting Authority , 2014).

Communication between stakeholders and parents

Creating an open form of communication between students, parents / care giver and teachers is imperative as it enables teachers to gain a greater understanding of students learning needs. Having open forms of communication between students stake holders such as parents, prior teachers and tutors enables teachers to adequately create and prepare a portfolio centred around the students learning needs and attributes. Stakeholder in students education provide a unique opportunity for teachers to gain a greater understanding of students prior knowledge, understanding and skills within a classroom environment CITATION Mal20 l 3081 (Malone, 2020). Creating open lines of communication with stakeholders further facilitates teachers ability to adequately provide a safe and supportive environment for students that focusses on moving forward in students educational journeys.

Differentiated Learning Considerations

Differentiated learning considerations within assessment items set the foundation for students with learning difficulties receiving the opportunity to still participate and complete assessment items, with slight modifications. Differentiation refers to varied preparation and design of inclusive teaching practice in a reactive way, by reacting to the needs of students, the goal of differentiation is to create a large range of possibilities for accomplishment, that are completed at the same time for all students CITATION Lin20 l 3081 (Lindner & Schwab, 2020). With the summative assessment below differentiated learning considerations such as template/ scaffolding for survey and written aspects, pre-selected topic and initiative, teacher aid help and checkpoints for assessment check-ins.

Constructed Criteria

A criterion has been constructed and created within the appendices below. It aims to assist teachers in adequately marking students work that is up to a detailed standard within the table.

Moderation Practices

Moderation is defined as the practice of teachers or students sharing and developing their individual understanding of what different levels of learning looks life through assessing different types and qualities of students work CITATION Vic19 l 3081 (Victoria State Government, 2019). Throughout this portfolio moderation was implemented before the creation of the summative assessment item, as the assessment item was being completed using in class checkpoints and after the final assessment was handed in CITATION Vic19 l 3081 (Victoria State Government, 2019). Within the portfolio moderation is implemented in two ways, the first being teachers from other HPE classes mark the work of another as to not create bias towards students work. The second is getting an anonyms teacher to mark a students work after having only read the assessment item and the outlined criteria sheet. This creates a standard to for teachers and students alike to keep to so they able to ensure all the main subject matters are being met.

Baseline Assessment ActivityLiteracy, Numeracy, ICTA baseline quiz will be implemented at the beginning, middle and end of the term. At the beginning of the term students will sit a small quiz that will ascertain their individual and group prior knowledge in order to examine topics that students are and are not familiar with. The baseline assessment created within the middle of the term is the five check points incorporated into the summative assessment item, this allows students to stay on track and head in the right direction for their summative assessment piece. The final at the end of the semester is the submission of their health and physical education assessment piece. Online formative assessment quizzes are an economic and objective method for ascertaining students prior knowledge in secondary education settings CITATION End21 l 3081 (Enders, Gaschler, & Kubik, 2021).

Learning Goals

Incorporating baseline formative assessment items at the beginning of the terms, enables teachers to create portfolios on each student that explains specific students learning standard. Different forms of baseline formative assessment also provide students with the opportunity to create goals they want to reach as individuals for the term ahead. Studies show that students prior knowledge has a direct positive effect on their individual self-efficacy and ability to create performance approach goals CITATION LiL19 l 3081 (Li, 2019).

Formative Assessment Feedback PlanRISE Feedback Model (Appendix 3)The rise triangle model located in appendix three facilitates peer feedback structures, that relies on the giving and receiving of meaningful critiques of class work or formative assessment work. It is a three-level base of peer interaction with the fourth left for individual reflection. It focusses primarily on evaluating, suggesting, inquiring, and reflecting on the feedback provided by peers. The rise model outlines its targets by addressing a series of stems aligned with blooms taxonomy, it facilitates students use of higher order thinking skills in the delivery of constructive feedback CITATION Wra18 l 3081 (Wray, 2018). By implementing this scaffolding for peer reviewing throughout the term, students will learn to self asses their own individual work and that of their peers.

Differentiated Learning Considerations

an outlined differentiated learning consideration outlined for the RISE MODEL is the use of teachers and peers filling it out together for the first couple of attempts. This will allow students with learning needs the opportunity to give the model a go and see how well they can mark their own individual assessment and their peers. If some students more than other are struggling with the task, a teacher aid will be implemented to assist.

Reporting Student Assessment Data

Presenting the data

Students data will be presented and distributed to parents / care givers through the use of an electronic google doc, drop box. Each students file will be encrypted with a code that will be provided by the teacher to the students parents. This is to ensure confidentiality for all students class and assessment work. The portfolio will include all of the individual students work from the beginning of the term. This enables parents the opportunity to keep up to date with their childs class, home, and assessment work. At the end of the term a copy the students results will be publish to the google doc in the form of a excel spread sheet (Appendix 4). The teacher will keep a record / spreadsheet of all students work for filing and keeping up to date with students prior learning and goals.

Appendix

Appendix One: Summative Assessment Item

Subject Heath and Physical Education

Technique Research Report

Unit 1: Alcohol and other drugs

Topic 1: The risks of underage consumption of drugs and alcohol

Student Name:Year Level: 9

Teacher Name:

Due Date: Week 9

Conditions

Duration Approximately 6 weeks

Mode Written Length 1100 words (<10%>)

Individual / Group Individual Other References are not included in word count

Resources available Access to school library and online external sources, including:

Websites

Journal articles

Books

Surveys

Context

Students are to research and report on one of the three topics below focussing on the risk of consuming drugs and alcohol during adolescents. This assessment item aims to report and analyse the whole year 9 cohorts initial and final understanding of the risks of consuming drugs and alcohol at a young age.

Task

Investigate one of the three outlined topics listed below. Create a survey that asks students their understanding of the risk of consuming drugs and alcohol during adolescents. Analyse the survey responses surrounding drugs and alcohol prior to implementation of adolescent health initiative. Create an initiative, that informs the whole of the year 9 cohort of the risk of consuming drugs and alcohol during adolescents and implement it within the cohort. Re-distribute the original survey re-evaluating students current knowledge on the risks of consuming drugs and alcohol during adolescents. Evaluate, and synthesise primary (pre and post survey results) and secondary sources and create a report based on the findings.

To complete this task, you must:

Select one of the three topics listed below:

The risk of drinking during adolescents

The risk of smoking during adolescents

The risk of drug usage during adolescents

Justify your investigation and repones through the evaluation, analysis, and synthesis of primary (survey responses) and secondary (books, websites, journal articles) sources.

Select one of the following forms of implementation initiatives:

Pamphlet

Flyer

Website / blog

Infographic poster

Write a research report, including the following:

An Introduction (Context, event selection, outline of argument, thesis statement)

Body paragraphs with topic sentences (responses to stimulus question with justification from source research)

A conclusion (drawing together main ideas)

Appendices (survey questions used to justify response)

Bibliography (using appropriate APA referencing)

Proper grammar, spelling, and punctuation

Checkpoints

Week 2: Creation of survey questions

Week 3: Pre initiative implementation survey

Week 4: Creation of initiative

Week 5: Implementation of initiative

Week 6: Post initiative implementation survey

Draft due week 7

Final due week 9

Authentication Strategies

Class time will be provided to complete the task

Students will present individual research through the development of survey and initiative

Teacher will conduct interviews and consultations at various check points

Teacher will assess and approve selected topic and initiative

Assessment item will be submitted through Turn It In plagiarism software

All sources must be acknowledged and sited

Scaffolding

Scaffolding ideas and templates will be discussed in class during lessons.

Guidelines for essay structure will be provided

Criterion Marks Allocated Results

Recognise and Explain

(Assessment objective one) 4 Analyse & synthesise.

(Assessment objective four) 6 Evaluate & Justify

(Assessment objective five & six) 7 Communing

(Assessment objective seven) 3 Total 20 Appendix Two: Summative Assessment Criteria SheetCriteria A B C D E

Recognise and explain the risk of consuming alcohol during adolescents Insightful analysis and discerning synthesis of significant and relevant factors that influence one of the three highlighted topics.

Appropriate analysis synthesis that influences one of the three highlighted topics.

Sound analysis synthesis that influences one of the three highlighted topics Feasible analysis synthesis that influences one of the three highlighted topics Does not match any descriptors

Analyse and synthesise primary survey data and secondary research to validate information Insightful analysis and Discerning justification of the implementation of the proposed initiative through links to both primary and secondary sources

Appropriate analysis and considered justification of the implementation of the proposed initiative through links to both primary and secondary sources.

Sound analysis and justification of the implementation of the proposed initiative through links to primary or secondary sources

Feasible analysis and justification of the implementation of the proposed initiative

Does not match any descriptors

Evaluate responses to primary data, justify through the use of secondary research. Evaluate the projected effectiveness of primary research Critical evaluation of the effect and influence the chosen topic has on adolescents. Critical evaluation of the projected effectiveness of the proposed initiative to appraise the advantages and limitation.

Considered evaluation of the effect and influence the chosen topic has on adolescents. Considered evaluation of the projected effectiveness of the proposed initiative to appraise the advantages and limitation.

Sound evaluation of the effect and influence the chosen topic has on adolescents. Sound evaluation of the projected effectiveness of the proposed initiative to appraise the advantages or limitation.

Feasible evaluation of the effect and influence the main topic has on adolescents. Feasible evaluation of the projected effectiveness of the proposed initiative. Does not match any descriptors

Communicate knowledge and understanding of the risk of consuming drugs and alcohol during adolescents Writes a well-constructed and informative research paper that efficiently communicates knowledge and understanding surrounding the topic. Effective use of correct grammar, spelling, and punctuation. Constructed a research paper that communicates knowledge and understanding surrounding the topic. Use of correct grammar, spelling, and punctuation. Sound research paper that shows knowledge and understanding surrounding the topic. Use of some correct grammar, spelling, and punctuation. Feasible research paper that shows understanding of the topic. limited use of correct grammar, spelling, and punctuation. Does not match any descriptors

Teacher Feedback Final Mark

Appendix Three: Formative Assessment Feedback Plan

-64193687936

INCLUDEPICTURE "https://images.squarespace-cdn.com/content/v1/5a6b4c47010027844c746035/1517239186924-4TH8NVO4QYYRL9FLTJZC/RISE.jpg" * MERGEFORMATINET

Appendix Four: Data Collection Excel Spreadsheet

-797560167132000-79629018923000

Hailey Teacher Feedback/Comment:

Hailey has continued to make remarkable progressions throughout the year in both the theoretical and practical aspects of the unit. Within theory she has excelled in her ability to critically analyse and explain the focus topics with the formative and summative assessment pieces. She continues to challenge herself within theory lesson, asking for extra resources and in class activities. With the practical aspect of the unit, she has fallen slightly however, she continues to try her hardest in all aspects of the class. Her behaviour sometimes wavers when she is uninterested in the element of pe in front of her however with slight corrections she is back on task and focussing.

Reference List BIBLIOGRAPHY Australian Curriculum Assessment and Reporting Authority . (2014, March 14). Health and Physical Education (Version 8.4). Retrieved from ACARA: https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/?year=12998&strand=Personal%2C+Social+and+Community+Health&strand=Movement+and+Physical+Activity&capability=ignore&capability=Literacy&capability=Numeracy&capability=Inf

Enders, N., Gaschler, R., & Kubik, V. (2021). Online Quizzes with Closed Questions in Formal Assessment: How Elaborate Feedback can Promote Learning. Psychology learning and teaching, 91 - 106.

Francis, G. L., Regester, A., & Reed, A. S. (2019). Barriers and Supports to Parent Involvement and Collaboration During Transition to Adulthood. Career development and transition for exceptional individuals, 235 - 245.

Li, L.-Y. (2019). Effect of Prior Knowledge on Attitudes, Behavior, and Learning Performance in Video Lecture Viewing. International journal of human-computer interaction, 415 - 426.

Lindner, K.-T., & Schwab, S. (2020, September 16). Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis. International Journal of Inclusive Education, 1 - 21.

Malone, D. M. (2020). Ethics education in teacher preparation: a case for stakeholder responsibility. Ethics and education, 77 - 97.

QCAA. (2021, July 25). Principles of Quality Assessment. Retrieved from Queensland Curriculum and Assessment Authority : https://www.qcaa.qld.edu.au/about/k-12-policies/student-assessment/understanding-assessment/principles-quality-assessment#:~:text=Equitable,equitable%20and%20democratic%20global%20society.

Victoria State Government. (2019, February 5). Assessment Moderation. Retrieved from Professional Practive Note 15 - Education Victoria : https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/practice/professionalpracticenote15.pdf

Wray, E. (2018). Peer to Peer Rise Model . Retrieved from Rise Model : https://www.risemodel.com/peer-to-peer