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CENTRAL QUEENSLAND UNIVERSITY

Assessment Task 1
Assessment and Reporting in Secondary
Schools EDSE14004

Student: Stephanie Brocklehurst

Student Number: S0257771

Unit Coordinator: Joanne Dargusch

Due Date: 24/04/2017

Length of Assessment:

Part A: 1769 words

Part B: 958 words

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Assessment is an integral part of any unit of work; students are required to


demonstrate their understandings of concepts and areas of study in both formative and
summative tasks which are not limited to tests and exams. Assessment simultaneously
provides educators with the opportunity to examine and evaluate whether or not the
educational goals of lessons are being understood and met and inform student progress
(Looney, Cumming, van Der Kleij & Harris, 2017). Professor Geoff Masters (2014)
reinforces this particular statement by outlining his view of assessment, he states that the
fundamental purpose of assessment is to provide an overview of where student are at in their
learning in order to give teachers a starting point for future learning. Furthermore, assessment
is categorised into two sectors; formative and summative. Informal assessment or formative
assessment tasks are typically used by teachers on a daily basis, they provide teachers with
endless opportunities to examine the knowledge and understandings that students have been
able to develop. In many instances teachers will complete this examination through
homework tasks, whole class discussions and small-peer group activities. Summative
assessment is constructed in order to evaluate student learning at the end of a unit by marking
against a set criteria (Queensland Studies Authority, 2013).

Assessment is defined by Erwin (1991) as the systematic basis for making inferences
about the learning and development of students. Ideally, the first and foremost purpose of
assessment is to inform teaching, improve student learning and report on the level of
achievement that they have obtained. In addition, the purpose of assessment is to promote
and develop students confidence in their ability to learn and inform teaching and learning
rather than placing an emphasis on achievement. It provides the opportunity for educators to
examine how students select, design and interpret information and identifies difficulties and
misconceptions in learning and development whilst using evidence to guide student learning,
inform instruction and provide constructive feedback. Furthermore, the purpose of
assessment is to examine data and certify student knowledge and skills in order to achieve
better results; it sanctions the need to alter and adjust specific teaching approaches
accordingly (Dargusch, 2017a).

The role in which teachers and students play in the development of assessment has
been long advocated. Students play a significant role in the development of assessment; in

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many instances students become the assessor of their own learning. Davies, Herbst and
Reynolds (Digital Chalkboard, 2015) identify that lower level learners have the greatest
influence as they force educators to manipulate the way in which they implement
information, knowledge and understandings and assessment into each unit of work. Students
continue to considerably influence assessment both formative and summative by making
errors and then forming feedback techniques to monitor their own learning and make
adjustments when necessary whilst developing higher order thinking skills through the
process of self-assessment and design instruction. In addition, teachers roles in the
development of assessment are paramount; they ultimately provide students with greater
opportunities to direct their own learning. The Centre for Educational Research and
Innovation (CERI, n.d.) states that teachers must collect evidence and modify work when
necessary to cater to the needs of all learners present. Teachers gather this evidence and
information on students by observing, questioning and listening to student discussions, this
information is then utilised in conjunction with teacher knowledge to create well designed
tasks that incorporate a vast array of learning experiences, future learning opportunities and
focuses on the development of student learning. Fullan & Watson (2000) align with the ideas
of CERI (n.d.) by suggesting that teachers benefit students by altering activities and
classroom tasks to achieve better results. Summative assessment when created correctly
should simply provide teachers with an evaluation of student learning against clear criteria
developed and adjusted throughout a unit to foster future learning opportunities for all
(Assessment Reform Group, 2003).

In the selected Year 9 Humanities unit of work teachers are responsible for the direct
implementation of information, knowledge and understandings and the development of
learning experiences. They ensure that modifications and adjustments are made to formative
tasks in preparation for summative assessment rather than just teaching to the curriculum.
Students will participate in a number of activities such as whole class discussions and self-
assessments to provide teachers with the evidence necessary to make said changes. The
implementation of activities such as individual whiteboards, thumbs up/thumbs down and
classroom questionnaires provide educators with the necessary information required to alter
tasks and assessments when necessary to accommodate individual learning needs and
simultaneously provide students with a greater understanding of their strengths and
weaknesses throughout the unit.

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The alignment between curriculum, pedagogy and assessment is known as assessment


policy and is an utilised in all classrooms throughout the globe as it is essential to the
development of student learning. The Australian Curriculum outlines set expectations for
teachers and how their students should be taught (ACARA, 2014). Schools throughout
Australia, implement this process the through a pedagogical framework which ultimately
aims to foster the development of student learning and achievement. This pedagogical
framework must be structured with a key focus on expectations and core systemic principles
such as student-centered planning and targeted and scaffolded instruction in order to provide
students with opportunities to expand their learning through the alignment of curriculum,
pedagogy and assessment (Department of Education and Training, 2014). Pedagogy and
curriculum are aligned to meet specific demands of subject areas, cross-curriculum priorities
and general capabilities whilst simultaneously providing teachers with the opportunity to
develop high quality, evidence based teaching that promotes student learning. Furthermore,
Gordon Stobart (2006) identifies the essential elements of pedagogy and the alignment with
curriculum. He states that teachers can easily make this alignment by demonstrating
knowledge of curriculum, pedagogy and assessment through the processes of establishing
clear learning intentions, modeling quality of work and providing effective feedback to all
whilst building on guild knowledge to understand standards and how they will utilise
processes to measure student work (Stobart, 2006). Assessment is then aligned with
curriculum and pedagogy through the Australian Curriculum where student achievement is
judged against consistent national standards. Teachers who utilise and implement the
alignment of curriculum, pedagogy and assessment provide students with guidance and
challenging and enjoyable learning environments that develop high-quality outcomes for all
(The University of Adelaide, 2014). Throughout the unit, effective feedback will be provided
to students in order to better their education, this may occur in numerous variations such as
through whole-class discussions, peer and teacher feedback and self-assessment.

Nestor and Nestor (2013) defines front-ending assessment as the process of allowing
teachers to create units of work that focus on exposing students to explicit learning goals
whilst simultaneously establishing understandings of why they are learning set topics and
what they will aim to achieve throughout each lesson. Grant Wiggins and Jay McTigne (n.d.)
align with Nestor and Nestor (2013) by stating that front-ending assessment involves
thinking a great deal, first, about the specific learnings sought, and the evidence of such

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learnings, before thinking about what we, as the teacher, will do or provide in teaching and
learning activities. Throughout each unit of work teachers will choose to implement
essential formative assessments in order to provide both the students and themselves with
relevant feedback in order to make appropriate adjustments and modifications to content,
resources and planning when necessary to differentiate education for individual learning
needs. Front-ending assessment is ultimately instructional strategies paramount to the
establishment of successful course design. Furthermore, Mary Anne Nestor proposes the
importance of five specific components that must align and be utilised in order for students to
succeed throughout their education. Front-ending assessment or backward design is
constructed from the counter parts of learning objectives, assessments, instructional activities,
resources and course technology in order to focus on what students need to learn rather than
what a teacher wants to teach (Nestor & Nestor, 2013). In conjunction, throughout this unit of
work teachers will utilise this process by carefully analysing assessment to identify skills and
knowledge required of students in order to meet set learning objectives. In the selected Year
9 World War I unit of work the learning objective is to investigate key events of WWI,
students will then be assessed through an exam. They will participate in instructional
activities such as exit tickets, venn diagrams and computer surveys as well as being provided
with resources such as video clips and newspaper extracts to develop their historical inquiry
skills. Technology will then be implemented through journal entries and online blogs.

Identifying data sets and methods to collect evidence of learning are imperative to ones
teaching practice in order to establish students learning needs and current levels of
performance. Allen (2005), states that for a teacher the central purpose of analysising data is
to improve the learning of one or more students. Data or standardised test information such
as NAPLAN results will be assessed through OneSchool to directly inform and modify
teaching and learning practices (Dargusch, 2017c). This information outlines students
current literacy and numeracy levels that are then utilised to form the basis of units and
develop a vast array of formal and informal testing programs. Furthermore, data will be
examined and utilised through gradebooks which outline current academic results to assist
with this process. Evidence or the information gathered in the classroom ultimately dictate
what happens next in this process (Dargusch, 2017c) in Year 9 History, data and evidence
form the next step processes of teaching and learning in the development of both formative
and summative assessment tasks. Collecting evidence through a number of informative tasks

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such as exit tickets, jigsaw and journal entries provide opportunities to demonstrate areas of
improvement specifically in literacy and numeracy. In addition, data will be utilised to
identify appropriate levels of text and sophistication of sources in order to determine the
extent of scaffolding required to benefit student learning (ACARA, 2014). Creating mixed
ability groupings in conjunction with explicit teaching ensures that student understanding and
learning continues throughout (Dargusch, 2017c).

Within every class there are a number of diverse learners, specifically in the Year 9
History class there are a range of learners with contrasting needs. Referring to the matrix it is
evident that one student identifies as high achieving whilst the other is currently not
achieving the required level. Specifically for the high achieving student, strategies such as
using students as expert peer teachers, introducing open ended questions and offering an
independent project on the selected topic is used to support diverse learners and inform in-
the-moment decision making. The low achieving student will require a higher level of
scaffolding in the forms of simplifying documents, implementing KWL charts, reducing the
complexity of language used in historical texts whilst incorporating mixed ability peer
groupings to encourage students to participate more confidently in the classroom. To support
diverse learners, one must "differentiate consciously and purposefully, continually reflecting
on and refining your teaching practices" (Queensland College of Teachers, 2016) to create in-
the-moment decisions and utilise this information to plan the next instructional steps for
student learning.

Thus far throughout the Year 9 World War One unit of study students have uncovered a
vast array of impacts on the Australian society and the significance of various perspectives
based on the ANZAC legend. During the unit of work the teacher will choose to explicitly
teach the imperative processes required when constructing a quality persuasive essay. In
addition, students will be given a C grade essay exemplar where they will be divided into
pairs of higher and lower levels learners to actively incorporate the utilisation of peer
teaching and simultaneously develop greater historical knowledge and understandings for all.
Students will be required to investigate how the selected exemplar aligns with the set
assessment criteria and identify modifications and adjustments required to achieve an A
grade (Clarke, 2006).

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Modifications and adjustments may include the incorporation of additional information,


events and key perspectives whilst identifying and evaluating sources, their purpose and their
accuracy. Furthermore, evidence of student learning will then be gathered through the
collection, annotation and evaluation of completed activity sheets prior to individual
feedback from the teacher in preparation to the formation of bigger groups where students
will continue to share their ideas and extend their historical knowledge and understandings.
After approximately 15 minutes time the teacher will begin a whole-class discussion that
allows students to demonstrate how they would make said modification and adjustments in
preparation for their summative assessment task (Clarke, 2006). After 2 weeks students will
revisit this process, however this time they will re-complete the task individually to permit
the educator to determine if the desired learning objective has been achieved and allow for
the incorporation of greater support for students and better individual literacy levels.

At the end of week 5 students will be provided with a revision quiz which has been
designed to uncover students understandings of Australias experience in World War I, its
impact on Australian society and the significance of the Anzac legend. This particular
formative assessment instrument will provide teachers with a greater understanding of what
information students have been able to understand and retain throughout the unit whilst
outlining the possible need to make adjustments to the program, provide additional support to
learners and address any misconceptions prior to the summative assessment task. In addition,
this formative assessment tool will identify whether students have addressed and achieved the
set learning outcome for the course. By implementing this activity at this key point in time
teachers are able to identify how ready students are to proceed in their learning of World War
I impacts on Australian society. This task is essential to the development of focus learners
education as it provides teachers with an initial activity that can be intensified or reduced
when necessary. Specifically for focus student 1, this task allows educators to gather
evidence necessary to make complex changes to further activities for greater engagement
whilst asking open-ended questions to stimulate higher order thinking processes where
students can participate in comparisons, judgements and further their in-depth analysis of
sources whilst expanding historical knowledge and understandings (Berger,n.d & Raffaelli,
2014).

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This instrument in conjunction with OneSchool data provides educators with the
opportunity to expose focus student 2 to the same material whilst creating different
educational outcomes. As this student has achieved a Band 4 reading result in Year 7
NAPLAN modifications to teaching will occur in the forms of implementing lower level
written texts, shortening the amount of reading required and allow peers to read text aloud to
said student. The utilisation of a revision quiz with multiple components simultaneously
provides the opportunity for the educator to examine how students best interpret information
and identify gaps in knowledge (Kleeman, 2017). This specific instrument further establishes
an overall deepened understanding of key terms, definitions, time lines and maps.

Two weeks prior to the summative task students will be given the opportunity to
complete a draft extended written response to a teacher selected topic. In preparation for this
task the students will be given a self-assessment tool which provides a step-by-step
breakdown of how to complete a quality essay and obtain a greater understanding of the
standard required when constructing their own response to set questions whilst making direct
links to the assessment criteria and building upon current World War I knowledge. This
activity allows one to expand students working knowledge of quality criteria, reflect upon
their current historical knowledge and understandings by participating in self-assessment and
mark their work accordingly (Macquarie University, 2015). Students work will then be
collected in preparation for the following lesson where both focus learners work will be
traded and students will provide a minimum of five positive feedback remarks to their
partner; this specific strategy will originally be modelled by the educator whilst clarifying
assessment requirements and allow students to participate in small group-peer feedback
which will be monitored throughout the lesson (Dargusch, 2017c). The activity provides the
opportunity for the high achieving student to reach his/her greatest learning potential, form
greater personal connections in their areas of interest, collaborate with other students in the
class to expand historical knowledge and understandings and assist others in the process of
peer teaching. Teachers then utilise the evidence gathered from the completed assessment
tool to expand course activities and summative tasks so students can further expand their
working knowledge of how to successfully construct quality assessment items. To improve
and clarify individual understandings the low achieving students completed draft will be
analysed and teachers will form a range of additional support strategies in preparation for the
completion of the summative assessment task (Martin, 2017). As student understanding is

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continuously checked, further scaffolding will be introduced if necessary. Individual


improvements will ideally occur through the implementation of selected graphic organisers,
adapted reading materials, develop individual learning goals, traffic lights, recording
homework completion and classroom activity work booklets to track student
learning/progress throughout the term.

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Appendix A Matrix
Focus of data and Data type Source Evidence type Source
evidence collection

Whole class NAPLAN results OneSchool Week 1 Q&A Q&A Discussion whole
reading, writing, classroom class discussion, class feedback
spelling, grammar dashboard list 10 things,
List 10 Things self
and punctuation bingo, concept
assessment
bands map; small group
OneSchool preparation for Bingo small group-peer
student profile revision sheet. feedback
Attendance records
Week 2 Concept Map self-
placemats, assessment and whole
Teachers grade
individual class feedback
Behaviour records book
whiteboards, venn
Placemats individual
OneSchool diagram, exit
feedback
classroom ticket; small
Gradebook year 9
dashboard group preparation Individual Whiteboards
History, 2
for revision sheet whole class feedback
completed
.
assessments to date Venn Diagram self-
OneSchool
Week 3 Q&A assessment
classroom
class discussions,
dashboard Exit Ticket feedback to
four corners,
individuals and groups
thumbs up/thumbs
down; check for Friday Quiz Individual
further student feedback and self-
understanding, assessment
Friday quiz;
Four Corners whole class
identify
feedback
completed and
future learning Thumbs Up/Thumbs
goals . Downs self-assessment
and whole class feedback
Week 4
classroom Classroom Questionnaire
questionnaire, whole class feedback
jigsaw, journal
Jigsaw small group and
entry, think pair
teacher feedback
share; small group
preparation for Journal Entry self
revision sheet. assessment and teacher
feedback
Week 5 revision

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sheet; identify Think Pair Share small


future learning group and teacher feedback
opportunities and and whole class discussion
modifications
Revision Sheet self-
required, Friday
assessment
quiz; identifying
learning goals Teach a Friend small
based on quiz , group-peer feedback
individual
Fish Bowl individual and
whiteboards,
small group feedback
teach a friend;
individual and Yes/No Chart self-
small group assessment and teacher
preparation for feedback
final assessment
3 2 1 self-assessment and
task.
teacher feedback
Week 6 venn
Revision Quiz self-
diagram,
assessment and teacher
fishbowl, four
feedback
corners, exit
ticket; small Three Facts and a Fib
group preparation whole class feedback
for exam.
Traffic Lights self-
Week 7 assessment and whole
placemats, yes/no class feedback
chart, 3 2 1; check
Drafts of Summative
for student
Assessment Task self-
understandings of
assessment and teacher
historical
feedback.
concepts and
terminology,
Friday Quiz;
identify future
learning
opportunities,
modifications and
adjustments
required for focus
learners.

Week 8 drafts
of summative
assessment task;
individual
preparation for

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assessment, list 10
things, three facts
and a fib, exit
ticket; small
group preparation
for exam.

Week 9 Traffic
lights, class Q&A
discussion, bingo;
check for student
understanding,
revision quiz;
identify student
knowledge and
understandings in
preparation for
exam.

Week 10 exit
ticket, jigsaw,
journal entry, and
individual
whiteboards;
small group
culminating
activities.

Focus student 1 The selected sources OneSchool For this high level focus learner the following
outlined above classroom strategies will be implemented:
identify that this dashboard
-Incorporate the use of expert peer teachers
focus student
achieved a -Introduce open ended questions into classroom
NAPLAN reading and homework activities
band 6 level,
-Establish the opportunity for students to
obtained an A level
participate in an independent project on a
academic report in
relatable topic of their choosing
English and an
impeccable behavior -Use small group and individual tasks based on
and attendance content and student needs
report. The teacher
-Cluster group high level achievers together
grade book results
identify that this -Allow students to be revolving assistants
focus student occasionally
achieved an A grade
- Utilise classroom activity work booklets to
in both the Term
track student learning/progress throughout the
One Industrial

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Revolution short term.


answer assessment
-Use student progress chart
and essay.
- Conduct personal SWOT analysis
The selected data
continues to identify
that this particular
focus learner will
require greater
opportunities to
expand their
knowledge and
understandings in
preparation for the
summative
assessment task.
Strategies to ensure
that this occurs are
demonstrated to the
right.

Focus student 2 The selected sources OneSchool For this low level focus learner the following
outlined above classroom strategies will be implemented:
identify that this dashboard
-Incorporate higher levels of scaffolding
focus student
achieved a -Select and make modifications to simplify
NAPLAN reading selected documents
band 4 level,
-Introduce KWL charts to the student this
obtained an C level
reflective activity allows for the student to
academic report in
identify what they know, what they want to
English and an
know and what they have learned throughout
impeccable behavior
the lesson or activity
and attendance
report. The selected -Complexity of historical terms used will be
teacher grade book reduced to link directly to this students current
identifies that this band 4 reading level
student obtained a D
-Utilise mixed ability peer groupings
level result in the
Term One short -Utilise classroom activity work booklets to
answer assessment track student learning/progress throughout the
and essay. term.

The selected data -Records of homework completion


continues to identify
-Develop, monitor and report on individual

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that this particular learning goals.


focus learner will
-Providing this student with a C level exemplar
require greater
with additional information and criterion assists
amounts of
with the development of quality assessment
scaffolded support
tasks.
through numerous
strategies outlined to
the right. The
incorporation of a
revision sheet
activity in week 5
will allow the
teacher to identify
possible
modifications and
adjustments that
must be made to
accommodate the
individual learning
needs of focus
learner 2.

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The commencement date should be added to

Appendix B - Exemplar this sentence.

Refer to the classes as upper and lower


This activity has been adapted from a current unit of work taught rather than rich and poor.
at Kepnock State High School.

Develop a persuasive essay about World War I. Use division rather than separation.

The role of women in war during World War I drastically


Uses and acknowledges evidence from
impacted the Australian society
historical sources.
During the 19th century, Australia first became involved in war when
the Great War began. . This essay will look at how the war directly Good use of providing a number of
impacted the roles of women in society. As the length of war examples here.
continued to grow so did the gap between the rich and the poor, rich
women began to reap the rewards of freedom whilst the poor
continued to work incredibly hard to support their own families Describes the impact of World War I on
Australian society, more specifically on
without the assistance of the husbands who were either still fighting or
women.
had been killed in action. Women of the lower class where typically
left with no money to waste on the same lifestyle as the rich. The
separation of the rich and poor continued to impact the society in Uses and acknowledges evidence from
which Australian women lived, the poor was forced to basic fashion historical sources.
trends in order to save on money that could be spent elsewhere
(Monet, 2016).
To achieve a better result you would have to
During World War One, women had no choice but to take on jobs that perceptively evaluate sources. You could
compare the similarities or differences for
were typically filled by men, many who previously worked as
two separate sources.
domestic servants become drivers, farmers, nurses and administrators
In addition, women typically volunteered for associations and
organisations such as Red Cross and joined the military to assist Use specific historical terms such as
Australia wherever possible (Arts & Humanities Research Council, corroboration here.
n.d.). As the war continued and womens involvement in male
stereotypical jobs grew women gradually veered further from the Use more sophisticated wording here, eg.
traditional gender roles where they took to wearing uniforms, which demonstrates.
included trousers, military tunics rather than the everyday lavish
clothing and jewellery attire.

This particular primary source continues to reiterate the severe


changes that occurred to womens roles in society during the
First World War. The information presented in the image to the
left continues to link with that given by the Arts & Humanities
Council (n.d). It shows that the Australian society was greatly
impacted by the war, in particular the role of women. The
women present in this image have veered from the traditional
gender roles of women and entered into a society where they
were required to work incredibly hard to support their families
and one another whilst their loved ones were fighting for
freedom.

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This is a C level grade exemplar taken from a selected essay. In order to achieve a higher grade the
student would have to incorporate a number of primary and secondary sources, evaluate origins and
purposes of the selected source in greater detail, discuss the reliability and relevance of the selected
source and further analyse different perspectives throughout. The essay should be structured in a way
that flows directly from one paragraph to the next whilst clearly and purposefully communicating
logical and valid historical perspectives. The student has selected and described to some extent the
impact of the role change for women in the war in Australian society whilst utilising some historical
terms and concepts appropriately from historical sources. In further paragraphs the student must
identify the characteristics and significance of the Anzac legend in order to successfully address the
historical knowledge and understanding criterion.

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Appendix C- Revision Quiz


This activity has been adapted from a current unit of work taught at Kepnock State High
School.

1. What is World War I commonly known as ? Explain your answer in sentences:


______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2. Place the following events into chronological sequence.

Battle of Lone Pine End of WWI Battle of Gallipoli Britain declares Battle of Fromelles
war on Germany

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3. Match the following terms to their corresponding definitions.


Alliance Long blade that is attached to the barrel of a gun,
for use in infantry charges and close quarter
fighting
ANZAC A formal agreement between two or more
nations, pledging military, logistic or financial
support to each other in the event of war or
aggression
Assassination Information, ideas, or rumours deliberately
spread widely to help or harm a person, group,
movement, institution, nation, etc
Bayonet Murder of a monarch, political leader or other
significant figure
Censorship Is an acronym for the Australian and New
Zealand Army Corps, a joint force assembled in
early 1915 to participate in the Gallipoli
campaign
Propaganda Government control or restrictions placed on the
media or publishing

4. Using the map, write beside each corresponding number the name of the location and the
events which occurred here.

1. _____________
2. _____________
3. _____________
4. _____________
5. _____________
6. _____________
7. _____________
2
8. _____________ 4
3

1 5
6

7 8

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5. Explain how World War One began?


______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6. Explain what were some of the greatest impacts of War on Australian society?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

7. What is this image portraying?

_________________________________________________________________________________
_________________________________________________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
__

8. Is this source primary or secondary?


Explain your answer.

________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________

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Appendix D Self-Assessment Tool


To aid this activity to be completed in the set time frame of two class lessons, students will be provided
with a set topic question and a number of seen sources previously discussed and analysed throughout
the term. The specific chosen topic directly links to their understanding of the purposes of propaganda
that has been covered in week 4 of the unit.

Steps to making a great history essay!


1. Pick a topic/select your question.
2. Prepare an outline or diagram of your ideas
3. Introduction Outline the key points of your essay here.
4. Body Discuss 1 major idea per paragraph, have a minimum of three for a great essay!
5. Conclusion Wrap up your essay here.

Topic: The propaganda posters of WWI had several different purposes. Select and explain
one purpose in the following essay format.

Introduction: (Open your essay with a broad statement, outline the key points of the
essay) (max 100 words)
For example you may choose to construct youre your essay in this way: The following essay
will examine the key impact of World War One on Australian society with the assistance of
numerous sources, timelines and perspectives.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Body: (This is where a majority of your analysis should be, your essay should be
constructed of a minimum of 3 paragraphs, you should choose to only discuss 1 major
idea per paragraph. Make sure your information links directly to your chosen topic and
introduction!

Paragraph One Outline your major idea in the topic sentence. Implement source analysis
(for example is there bias, reliability, points of view)

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Paragraph Two Each sentence should get a little more specific and detailed and between
each major idea you need to use creatively phrased transition statements that allow the flow
of the essay to not be disrupted.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Paragraph Three Provide further relevant details only, identify and organise information
correctly from a wide range of primary and secondary sources.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Conclusion: Here you should wrap up you main ideas that you have thoroughly
discussed and argued throughout your body paragraphs. Make sure not to introduce
any new points here.

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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Appendix E Criteria Sheet
This criteria sheet has been provided by ACARA and formally implemented into current units of work at Kepnock State High School.

Task-specific valued features


A B C D E
Describes the Comprehensively Explains the impact of Describes the impact of Partially describes the States information
Historical knowledge
and understanding

Australian experience explains the impact of World War I on World War I on impact of World War I about the Australian
in World War I, the World War I on Australian society and Australian society and on Australian society experiences in World
impact of World War I Australian society and the nature and the identifies the and the aspects of the War I with reference to
on Australian society the nature and the significance of the characteristics and Anzac legend. the Anzac legend.
and the nature and the significance of the Anzac legend. significance of the
significance of the Anzac legend from Anzac legend.
Understanding and skills

Anzac legend. different perspectives.


Section 6

Develops focus Develops and enhances Develops and modifies Develops and modifies Develops questions Develops obvious
questions to frame a discerning focus to effective focus focus questions to connected to a questions to respond to
historical inquiry. frame a historical questions to frame a frame a historical historical inquiry. a historical inquiry.
inquiry in response to a historical inquiry in inquiry in response to a
Questioning and
Historical skills

hypothesis. response to a hypothesis.


researching

hypothesis.
Identifies and organises Identifies and Identifies and effectively Identifies and organises Identifies and selects Identifies information
information from systematically organises information information from a information from a from supplied historical
primary and secondary organises information from a range of primary range of primary and narrow range of primary sources connected to
sources used as from a wide range of and secondary sources secondary sources and secondary sources inquiry questions.
evidence to answer primary and secondary used as evidence to used as evidence to used to answer inquiry
inquiry questions. sources used as answer inquiry answer inquiry questions.
Sections 2, 3 & 5 evidence to answer questions. questions.
inquiry questions.

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Analyses, evaluates Perceptively evaluates Effectively evaluates Evaluates sources to: Interprets sources to Identifies some different
and draws conclusions sources to: sources to: analyse origins and identify different points interpretations.
about information from analyse origins and analyse origins and purpose of view, and their

Analysing and
historical sources to purpose origins and purposes.

interpreting
purpose draw conclusions about
answer inquiry draw conclusions about draw conclusions about their usefulness
questions. their usefulness their usefulness compare different points
Sections 4 & 6 including reliability including reliability of view.
and relevance and relevance
identify and analyse identify and analyse
different different
perspectives. perspectives.
Communicates in a Clearly and purposefully Effectively Communicates Communicates some Communicates
persuasive essay to communicates logical communicates valid historical arguments to historical arguments information and
support a hypothesis and valid historical historical arguments to support a hypothesis and historical terms. personal views about
using historical terms arguments from support a hypothesis using historical terms the Anzac legend using
Communicating

and concepts and different perspectives to using historical terms and concepts simple historical terms.
referenced information support a hypothesis and concepts appropriately.
identified in sources. using historical terms effectively.
Sections 6 & 7 and concepts
effectively.
Uses evidence that Uses evidence that Uses and Uses evidence from Uses some historical
correctly and correctly acknowledges acknowledges evidence historical sources. evidence.
consistently historical sources. from historical sources.
acknowledges a range
of historical sources.

24
Appendix F OneSchool

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Appendix G Teacher Grade Book

Class - HIS091B Teacher Grade Book

Student Year Gender Aboriginal DDA Term One - Term One


Level and Torres Disability Short Answer Essay (Industrial
Strait Assessment Revolution)
Islander (Industrial
Revolution)
A 09 F No Yes C- D
B 09 F Yes No B B-
C 09 F Yes No B- C+
D 09 F No Yes B+ B+
E 09 F No No A A-
F 09 M No No C- D
G 09 F No Yes C C+
H 09 F No Yes C C
I 09 M No No C- C+
J 09 F Yes No C C+
K 09 F Yes No B B
L 09 F No No A A-
M 09 M No Yes C C-
N 09 F No Yes A A
O 09 F No No B B+
P 09 F No No C+ C
Q 09 M No No C C+
R 09 F No Yes B- C+
S 09 F No Yes C- D
T 09 F No Yes D D
U 09 F No Yes C- C-
V 09 M No No B B+
W 09 F No No C+ C
X 09 F No No C- C
Y 09 F No No C C
Z 09 F No No A- A
A2 09 M No Yes C- C

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Appendix H Weekly Activity


Engagement
Name: Date you Link to recording Group Marks
Stephanie posted members out of 5
Brocklehurst allocated
(filled in
by
marker)
Weekly 8/3/2017 n/a n/a /
activity 1
Weekly 13/3/2017 n/a n/a /
activity 2
Weekly 21/3/2017 n/a n/a /
activity 3
Weekly 27/3/2017 n/a n/a /
activity 4
Weeks 5-6 18/4/2017 https://www.dropbox.com/s/q561hb88lz2k4bi/zoom_0.mp4?dl=0 Tennielle /3
Feedback Crossett,
conversation Georgia
Wieland

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Reference List:
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https://www.youtube.com/watch?v=NHp_cucrDmk

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Assessment Reform Group. (2003). The Roles of Teachers in the Assessment of Learning. Retrieved
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assessment- of-learning.pdf
Berger, S. (n.d.). Differentiating Curriculum for Gifted Students. Retrieved from

Centre for Educational Research and Innovation (CERI). (n.d.). Assessment for Learning Formative
Assessment. Retrieved from http://www.oecd.org/site/educeri21st/40600533.pdf
Clarke, S. (2005). Formative Assessment in the Secondary Classroom. Abingdon, Hodder Murray

Dargusch, Joanne. (2017a). Week 2 -Principles of Assessment. Retrieved from CQUniversity e-


courses, EDSE14004 Assessment and Reporting in Secondary Schools,
http://moodle.cqu.edu.au

Dargusch, Joanne. (2017b). Week 3 - Aligning Assessment. Retrieved from CQUniversity e-courses,
EDSE14004 Assessment and Reporting in Secondary Schools, http://moodle.cqu.edu.au
Dargusch, Joanne. (2017c). Week 6 Assessment for Learning Part. Retrieved from CQUniversity
e-courses, EDSE14004 Assessment and Reporting in Secondary Schools,
http://moodle.cqu.edu.au

Department of Education and Training. (2014). Pedagogical framework. Retrieved from


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framework.pdf

Digital Chalkboard. (2015). Students Role in the Formative Assessment Process. Retrieved from
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Id=505706&sciId=19260
Erwin, T. (1991). Assessing Student Learning and Development: A Guide to the Principles, Goals,
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%20and%20Development_1991.pdf
Kleeman, J. (2017). Ten Benefits of Quizzes and Tests in Educational Practice. Retrieved from
https://blog.questionmark.com/ten-benefits-of-quizzes-and-tests-in-educational-practice

Looney, A., Cumming, J., van Der Kleij, F., & Harris. K. (2017). Reconceptualising the role of
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Macquarie University. (2015). Evaluation: Providing Feedback for Student Learning. Retrieved
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provide_feedback/

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Martin, D. (2017). Lower Level Learners: Teaching Their Way. Retrieved from
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Masters, G. (2014). Reforming Educational Assessment-The purpose of assessment.


Retrieved from https://www.acer.org/cari/videos/the-purpose-of-assessment

McTighe, J., & Wiggins, G. (ND) Understanding by Design. Retrieved


from: https://www.edutopia.org/pdfs/resources/wiggins-mctighe-backward-design-why-
backward-is-best.pdf

Nestor, M. & Nestor, C. E. (2013) Alignment and Backward Design. Retrieved from:
https://www.youtube.com/watch?v=ZTv2HR2ckto

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from: https://my.qct.edu.au/login.aspx

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Tomlinson, C. (2011). Carol Tomlinson on Differentiation: Proactive Instruction. Retrieved


from: https://www.youtube.com/watch?v=mpy6rDnXNbs

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