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EDF2064 Assessment Task 1: Case study of criteria development

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EDF2064 Assessment Task 1: Case study of criteria development

Case study, 1600 words, 40% of final grade

Assessment task link to unit learning outcomes:

1. Identify and critically review a range of assessment practices to determine their fit for purpose and alignment with curriculum and pedagogy.

2. Effectively select a range of assessment practices, and reporting to inform planning, support teaching and learning, evaluate progress, empower learners, provide effective feedback, benchmark and suggest ways to improve practice.

Link to Australian Professional Standards for Teachers (APSTs):

3.6-Evaluate and improve teaching programs:Demonstrate broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning.

5.1-Assess student learning:Demonstrate understanding of assessment strategies, including informal and formal, diagnostic, formative and summative approaches to assess student learning.

The task:

Design an assessment task for EY or Primary or Secondary school students (approx. 1100 words).

Pick a topic of your choice and design an assessment task. It should be connected to one type of the Victorian F-10 curriculum, such as in the learning areas of dance, drama, media arts, music, visual arts, visual communication design, English, civics and citizenship, geography, history, mathematics, science, digital technologies or other. Dont forget to indicate the Year level and the chosen subject. (approx. 150 words).

Briefly summarise the relevant curriculum elements using content descriptor(s) and achievement standards and how they apply and are related to the learning goals. (approx. 300 words).

Discuss and explain the rationale of the formative or the summative assessment task, based on Blooms Taxonomy. Specifically, unpack each one of your designed assessment components in relation to the intellectual ability levels captured by Bloom (i.e., what is the student expected to do and what level/s of intellectual ability/abilities this particular task intends to capture, and why). Justify your arguments by suitable literature. (approx. 650 words).

Supplement your designed assessment task with a rubric (approx. 500 words).

Provide the rubric and explain what type of rubric it is. (e.g., analytic, holistic, general, task-specific rubric)? (approx. 300 words).

Supplement and justify your explanation/argument with suitable literature (e.g., Brookhart & Nitko, 2008 etc.) (approx. 200 words).

NB references, visualisations (including tables, diagrams, and charts) and any appendices are will not be included in the word count for this assignment.

Word count/equivalent: 1600 words

Weighting/Value: 40%

Presentation requirements: Essay format. For support see http://www.monash.edu.au/education/current-students/academic-and-study- support/academic-language-and-literacy-development-unit/

PDF file uploaded to Moodle

We strongly encourage the use of citations that support arguments, a strong structure and tight argumentation that demonstrates your thinking and reading in relation to the unit themes and intended outcomes.

American Psychological Association (APA) 7th edition is the standard referencing style used within the Faculty of Education. Please see the following Monash University Library Guide on APA 7th edition citing guidelines: http://guides.lib.monash.edu/citing-referencing/apa https://guides.lib.monash.edu/citing-referencing/apa7thSee also library resources for support on Moodle (Essential resources).

On academic integrity, from the library website:Sir John Monash, after whom Monash University is named, said "...equip yourself for life, not solely for your own benefit but for the benefit of the whole community". This is the principle behind academic integrity; the pursuit of quality scholarship and education in alignment with the policies and expectations of the University. This set of modules [on academic integrity] will teach you:

The definition and ethical principles of academic integrity

Practical and cognitive skills to ensure integrity in your academic work

Types of plagiarism, how it occurs and how it can be avoided

The definition of collusion and how it relates to academic integrity

Consequences of academic misconduct and where to find help if needed.

Individual assessment in group tasks: Not applicable.

Additional information: Criteria for marking, check Moodle for any additional information (rubric & criteria).

Topic of the designed assessment task (5 marks max)

Summary of the curriculum descriptor standards and their application to the learning goals and requested activities (5 marks max)

Key details of rationale of the assessment task, based on Blooms Taxonomy (15 marks max)

Rubric design and justification (10 marks max)

Academic literacy (5 marks max)

As feedback, you will receive written comments for each criterion in addition to an overall grade for the assessment. [Rubric available in Moodle]

Criteria and weighting HD

D

C P N

Topic of the designed assessment task (5 marks) Topic was well connected to one type of the Victorian F-10 curriculum: clearly and richly describing this connection, indicating year level and chosen subject, as well as focused on either EY, Primary or Secondary context. (>=4.25) Topic was nicely connected to one type of the Victorian F-10 curriculum: describing this connection, indicating year level and chosen subject, as well as focused on either EY, Primary or Secondary context. (3.75) Topic was connected to one type of the Victorian F-10 curriculum: somewhat describing this connection, indicating year level and chosen subject, as well as focused on either EY, Primary or Secondary context. (3.25) Topic was not necessarily connected to one type of the Victorian F-10 curriculum: providing poor description of some connection and indication of year level and chosen subject- not necessarily focused on either EY, Primary or Secondary context. (2.75) Topic needs further thought. It was not connected to one type of the Victorian F-10 curriculum: did not provide description of a connection and indication of year level and chosen subject, and was not focused on either EY, Primary or Secondary context. (<=2.25)

Summary of the curriculum descriptor standards and their application to the learning goals and requested activities (5 marks) Summary of the curriculum descriptor standards was compelling and clearly connected to the designed tasks learning goals and requested activities. (>=4.25) Summary of the curriculum descriptor standards was connected to the designed tasks learning goals and requested activities. (3.75) Summary of the curriculum descriptor standards was somewhat connected to the designed tasks learning goals and requested activities - clearer links need to be developed to articulate the connection (3.25) Summary of the curriculum descriptor standards needs to be more closely related to the designed tasks learning goals and requested activities (2.75) Summary is not related to particular curriculum descriptor standards (<=2.25)

Key details of rationale of the assessment task, based on Blooms Taxonomy (15 marks) Each one of the designed assessment components was outstandingly unpacked in relation to Blooms Taxonomy.

Such justification was accompanied by evidence of a detailed reading. Discussion and reasoning were outstanding; showing sophisticated understanding of the Taxonomy and considerations that address the designed tasks relevance, focus, assessment terminology and context

(>=12.75) Each one of the designed assessment components was unpacked in relation to Blooms Taxonomy.

Such justification was accompanied by evidence of a detailed reading. Discussion and reasoning were good; surfacing some understanding of the Taxonomy and considerations that address the designed tasks relevance, focus, assessment terminology and context (11.25) Each one of the designed assessment components was unpacked in relation to Blooms Taxonomy.

Such justification was somewhat accompanied by evidence of a detailed reading. Discussion and reasoning partly acknowledged the Taxonomy and considerations that address the designed tasks relevance, focus, assessment terminology and context (9.75) Not each one of the designed assessment components was unpacked in relation to Blooms Taxonomy.

Further detail and thought is needed to

acknowledge the Taxonomy and considerations that address the designed tasks relevance, focus, assessment terminology and context (8.25) No assessment was offered or the designed assessment components lacked clarity and were not unpacked in relation to Blooms Taxonomy.

There was no

acknowledgement of the Taxonomy and/or considerations that address the designed tasks relevance, focus, assessment terminology and context (<=6.75)

Rubric design and justification (10 marks) Rubric showed an advanced understanding of rubric development and justification, including a consideration of important practical issues. Engagement with the unit resources was clearly evident. (>=8.5) Rubric showed a very good understanding of rubric development and justification, including some consideration of important practical issues. Engagement with the unit resources was clearly evident (7.5) Rubric showed a good understanding of rubric development and justification, including some consideration of important practical issues. Engagement with the unit resources was somewhat evident (6.5) Rubric showed some understanding of rubric development and justification, including some consideration of practical issues. Engagement with the unit resources was satisfactory (5.5) No rubric was developed or the one offered was not understood or justified. Little evidence of engagement with the textbook or unit resources. (<=4.5)

Academic literacy (5 marks) A sophisticated academic style of writing was clearly demonstrated, evidenced by a very well-structured case study that uses correct APA style referencing. Highly accurate attention to detail. The paper is presented to a very high academic standard, with excellent sentence structuring, spelling, grammar and correct use of punctuation.

(>=4.25) A well written academic style of writing was demonstrated, evidenced by a well-structured case study that uses correct APA style referencing. Accurate attention to detail. The paper is presented to a high academic standard, with only minor errors in spelling, grammar, sentence structure, punctuation or vocabulary use. Proper proofreading and engagement with Academic Language Resources on Moodle (owl icon) are recommended.

(3.75) A well written academic style of writing was somewhat demonstrated, evidenced by a structured case study that uses correct APA style referencing. Mostly accurate attention to detail. The paper is mostly well presented, although a small number of errors in spelling, grammar, sentence structure, punctuation or vocabulary use were detected. Engagement with Academic Language Resources on Moodle (owl icon) and SAS language advisors is strongly recommended.

(3.25) A satisfactory written academic style of writing was partially demonstrated, evidenced by an attempt to structure the case study that uses correct APA style referencing. Fairly accurate attention to detail. The paper would benefit from editing due to a number of errors in spelling, grammar, sentence structure, punctuation and/or vocabulary use.

You need to engage with Academic Language Resources on Moodle (owl icon) and contact the faculty academic language and literacy advisor to develop your language skills further. (2.75) Non-satisfactory attempt to write in an academic style, evidenced by paragraphs and/or sentences that were poorly constructed. Overall, research narrative was not well constructed.

APA style referencing was not satisfactory. The submission is at times incoherent due to a large number of errors in spelling, grammar, sentence structure, punctuation and/or vocabulary use. You need to engage with Academic Language Resources on Moodle (owl icon) and contact the faculty academic language and literacy advisor to develop your language skills further.

(<=2.25)

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