Celeste Campagna S00125483 & Rebecca Cassar S00127239 1

EDFD307 Assignment 1 B Group Task

SECTION ONE
The following assessment tasks are suited for year 10 Religious Education, Unit 3A, Major
Christian Denominations. This unit looks at the division and development of Christianity, the
schisms that took place, the different branches of Christianity and the rites, rituals and
practices of the various denominations. The unit is based on the Religious Education
curriculum document, Coming to Know Worship and Love (Catholic Education Office
Melbourne [CEOM], 2005). There are three assessments for this unit, placed evenly
throughout the unit, each having different form and purpose.
Assessment Task One
Students are to create a timeline in class focusing on the development of the branches of
the Christian Tradition over time. This task requires students to identify the major schisms
and other significant factors in the development and division of the Christian Tradition, and
explain the impact of these events through annotations.
Assuming that this unit would be a six week unit, this assessment would be given at the end
of the second week. This task is primarily formative as the assessment tool not only
measures the attainment of the knowledge so far but the feedback can be used by the
student to assist in their future learning. By making this first assessment for learning, greater
focus is leant to adjusting teaching based on the results as well as allowing students to see
where their ideas need to be developed further (Black and Wiliam, 1998). As such, this
assessment will not be numerically graded, rather, feedback on areas for improvement will
be communicated to students through the table in Section Two. This assessment was
specifically made as a formative task not only to aid in teaching and learning for students,
but in being set early on in the unit, students would benefit more by receiving quality
feedback rather than a poor grade. A poor grade could have negative effects on students
esteem and therefore progression on in the unit (Stiggins, 2007).
The timeline task covers Indicator Two in each of the three areas; Values and Attitudes,
Knowledge and Skills, as outlined in the Coming to Know Worship and Love curriculum
document (CEOM, 2005). The second Values and Attitudes indicator, which requires
students to debate issues which led to division and/or reconciliation between various
denominations, is encompassed in the component of the task which calls students to
annotate their timeline with an explanation of the significance of each event (CEOM, 2005, p.
43). Indicator Two for Knowledge states that students will be able to outline the historical
developments which led to the emergence of the variety of denominations, in identifying the
specific events students have fulfilled this knowledge requirement (CEOM, 2005, p. 43). The

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EDFD307 Assignment 1 B Group Task
skills required to create a timeline begin to fulfil the Skills requirement, compile information
in a variety of formats on the historical development of the Christian Churches (CEOM,
2005, p. 43). The task also provides students with a starting point to meet the 3 standards
for this unit.
The timeline task is well suited to students at this level. This is a valid assessment task as it
measures achievement of outcomes and progression points as outlined in the Coming to
Know Worship and Love curriculum documents (CEOM, 2005). Specifically, it meets
progression point 9.5 CS3, which requires an understanding of the areas of unity and
diversity among various religious traditions and Christian denominations (CEOM, 2005,
p.2). Given that the timeline task assesses the major schisms and other significant factors in
the development and division of the Christian Tradition, the content covered by this
progression point ensures that the task is valid. Progression point 9.0 CS3, researching and
classifying information in a variety of formats related to Christian and other faith traditions, is
also cause for the task to be classified as valid (CEOM, 2005, p.2). As the timeline is
chronological, it also serves as a visual aid for students, therefore appealing to students who
favour visual learning, logic and mathematics (Woolfolk and Margetts, 2010). As the activity
caters for diverse learning styles, the task is engaging and stimulating for a wider range of
students. Furthermore, Rymarz (2003) argues that timelines are an effective tool in engaging
with historical events in Religious Education by giving them a clear context.

Assessment Task Two

Students are to complete a Venn diagram on two Christian Denominations of their choice.
Students must include the differences and similarities of both denominations with particular
focus on beliefs, practices, rituals, symbols, texts, story and social structure (some of the
eight aspects of religion). For this task, the teacher will provide specific resources for the
activity to be completed sufficiently.
This task builds on the knowledge assessed in the timeline task as well as the content
covered in weeks three and four; the specific denominations. This task will be used as the
basis of discussion in the final assessment. As this task has a research component it takes
student learning beyond what is covered in class. This will not only assess what they have
learnt, but also students research and analytical skills, and doubles as a learning activity. In
this sense, and as a result of the nature of feedback for this assessment, the Venn diagram
task can also be considered formative assessment.

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EDFD307 Assignment 1 B Group Task
As an inquiry based task, students may feel that they have a greater sense of control over
the outcome of the task. The teacher must act as a facilitator of learning should the students
need assistance, however as an assessment piece students should work independently. In
this way, the Venn diagram task is assessment as learning. This is important for an inquiry
based activity as students are called to reflect and monitor their own learning as the task
progresses in order to inform the next learning goal; the final assessment.
This task covers Indicator One for Knowledge, identify distinctive beliefs, practices, rituals,
symbols, texts, story, religious experience, social structure common to the major Christian
denominations, in the way that these aspects form the basis of the students research
(CEOM, 2005, p. 43). This is clear in the initial instructions where these aspects are outlined
as well as through the assessment checklist. Indicator Three of Values and Attitudes,
discuss the richness of diversity among the major Christian denominations, is a
consequence of the analysis of two differing Christian Denominations (CEOM, 2005, p. 43).
This Venn diagram assessment calls upon students to make comprehensive notes on the
similarities and differences of two Christian sects, thus enabling students to recognise this
diversity. Just as the timeline activity contributed to Indicator Two for Skills, so too does this
Venn diagram task.
For year 10 students studying this unit this assessment task is valid, however the task is also
authentic as it is meaningful for such students. Students are given the opportunity to choose
the denominations that they which to research, providing an opportunity to ground the task in
the students reality. The online component of the task may also make it more authentic for
students. The information that students include in their Venn diagram must be relevant to the
coursework, thus cementing the tasks validity in terms of curriculum. This is specifically
regarding progression point 9.0 CS3 of Reasoning and Responding, researching and
classifying information in a variety of formats related to Christian and other faith traditions
and progression point 8.5 Cs3, exploring Christian and other faith traditions (CEOM, 2005,
p.2).
The main focus of this assessment task is to inform the final assessment. Students should
use the completed Venn diagram as a tool for revision for their final assessment.
The main issue with using a research style activity as a form of assessment at this point in
the unit is that it can be unclear what students have retained in class as opposed to what
students have attained through their inquiry. As the main focus of this task is to encourage
student engagement with the content studied so far, and that it is not the major summative
assessment, this is not of great concern. The checklist of the assessment ensures that

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EDFD307 Assignment 1 B Group Task
students are researching necessary topics which will later inform the third assessment task.
In order to prevent poor quality research, two reference materials that students must use are
listed in the assessment descriptor. The two resources have been selected for their
relevance to the task, accessibility and suitability for the students. Another issue that may
stem from the assessment tool is the teacher simply ticking boxes in the checklist or
providing a yes or no response. To prevent this, space for comments has been provided
under the checklist items. The teacher will need to provide feedback on all of the points,
even if the minimum requirement is met by the students Venn diagrams. The comment
space provided in the checklist helps to provide quality feedback to students which will
enable them to complete the final assessment task and encouraging them in a positive way,
thus emphasising the formative nature of this Venn diagram assessment.

Assessment Task Three

The final assessment task that students will undertake in this unit of work is a SAC-style,
extended response. The formative assessment tasks will inform the final assessment. The
students will be given the following prompt, Using the two denominations from your Venn
diagram task, determine the common factors leading to the creation of sects in the Christian
tradition through an evaluation of the causes of each schism and the particularities of each
denomination. Students are to draw on their knowledge of the unit to determine, through a
process of evaluation, the main causes of fractions within the Christian Tradition.
The final assessment is for summative purposes. It aims to gauge students knowledge and
skills acquired throughout the unit. This assessment could be used as a basis for backwards
planning as outlined by the Understanding By Design Framework (McTighe & Wiggins,
2012). As this task aims to assess a wide range of content from across the unit, it is suitable
to plan the unit around the assessment in this way. An essay was chosen as the final
assessment task as it requires students to draw on knowledge they have gained over the
entire unit and show their understanding through forming their own response to a prompt. It
is therefore more beneficial than multiple choice or short answer questions which require
specific answers testing specific knowledge.
The assessment will assess whether or not the students have met the three standards for
this unit of study. As the assessment calls for students to determine the common factors of
two Christian Denominations, this directly links to the first standard that, students must
appreciate what Christians share in common and the quest for Christian unity (CEOM,
2005, p. 43). The second standard asks students to identify the different beliefs and

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EDFD307 Assignment 1 B Group Task
practices of the major Christian Denominations, which is not only covered through the Venn
diagram, it is also reinforced in the requirements of the essay (CEOM, 2005, p. 43). The final
standard, compare the beliefs and practices of various Christian Denominations, is the
main component as two Christian Denominations are to be highlighted (CEOM, 2005, p. 43).
This task focuses on various components of the indicators of learning. The third Skill
indicator analyse the rites, practices and beliefs of a range of Christian traditions, is the
primary focus of the final assessment (CEOM, 2005, p. 43). Indicator four of Knowledge
requires students to identify areas of unity and diversity among and in the various
denominations today (CEOM, 2005, p. 43), the main focus of the essay prompt. The fifth
Values and Attitudes indicator, appreciate the need for unity among Christian
denominations, is expressed in the assessment in a similar way to the previous knowledge
indicator mentioned (CEOM, 2005, p.43).
A SAC style task is appropriate at this year level in preparation for Victorian Certificate of
Education assessments. This task however, allows students to draw on the formative
assessment tasks which were designed to enable students to complete the final
assessment. Therefore this assessment task is valid in the way that it encompasses much of
students learning and formative tasks up to this point of the unit.
As the final assessment is an essay style response there are naturally concerns about
reliability in marking. The structured nature of the question and a clear rubric should ensure
consistency in marking. However, an essay style response requires students to form their
own response to a prompt rather than provide a simply correct or incorrect answer. Reiner,
Bothell, Sudweeks and Wood (2002), suggests that this makes essay tasks an authentic
form of assessment as the students connect directly to what they produce. It also invokes
higher order thinking skills in what it calls students to do with their knowledge, essays are an
effective way of assessing these skills (Reiner, Bothell, Sudweeks & Wood, 2002). Although
the range of material an essay can cover may be a concern, this particular question requires
students to draw on tasks, knowledge and skills covered throughout the unit, not focusing on
a single topic.

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EDFD307 Assignment 1 B Group Task
SECTION TWO
TIMELINE ACTIVITY
Instructions:
The following instructions will be given to students accompanied with an A3 piece of paper
on which they will complete the task. They will have one double period allocated to the task.
They are to work individually but not in test conditions.
Using your notes and chapter 6 of To Know Worship and Love, construct a timeline of the
significant events in the development of the branches of Christianity on the A3 paper
provided. Each event is to be annotated explaining its significance for the development of
Christianity. Be sure to focus on the main events, making your timeline as accurate as
possible and making your annotations succinct.
Assessment tool:
As this is a formative assessment task, whilst the results are important to gauge the level of
student learning at this point, the focus is on feedback for further student learning. The
instructions provide students with the information they need to complete the task effectively,
the last sentence forming a basic set of criteria. The students work will be marked by the
following grid which will firstly allow the teacher to see where student learning is strong and
lacking and make adjustments accordingly. It also provides students with feedback on their
work, without the pressure of a grade, which turns the task into a learning opportunity. This
kind of assessment tool, in the way that it is measured against criteria and questions, is
beneficial for both teaching and learning. It can dictate the direction teaching must take and
assist students in addressing issues individually. Whilst it is designed to be clear and selfexplanatory, this feedback could be easily discussed with teachers.

COMPONEN

FEEDBACK

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EDFD307 Assignment 1 B Group Task
T
Choice of
events: Were
they of great
significance
in the
development
of
Christianity?
Structure of
timeline:
Were the
events
chronologicall
y ordered?
Was the
timeline
divided
evenly?
Annotations
:
Were the
annotations
included?
Did they
discuss the
significance
of the event?
Were they
relevant?
Resources:
Were both
class notes
and the
textbook
consulted?
Was there
evidence that
resources
were used?

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EDFD307 Assignment 1 B Group Task
Grammar
and
language:
Were there
errors in
spelling high
frequency/
subject
specific
words?
Were the
annotations
fluent?

VENN DIAGRAM TASK

Instructions:
The instructions and Venn diagram hand out below will be given to students. A criteria
checklist with room for comments and feedback will also be handed to students for this
assessment task. This is to allow students to understand and complete each criteria in the
time allocated. Students will have a double period of class time to complete their research on
two Christian Denominations of their choice. The criteria checklist and feedback will be
provided to students on their research by the teacher after this double period. This is an
individual task.
Assessment tool:
Students work will be marked against the following checklist. It has been set up in this way
so that the teacher can gauge their achievement whilst acting as a guide for students to
ensure they include appropriate and relevant information in their Venn diagram. The criteria
or checklist of this assessment task should be used by students to inform their research
practice. The criteria have been adapted from the instructions of the assessment task. Not
only does this tool measure students performance and learning, it is also an opportunity for
students to take control of furthering their own learning after the completion of the task. This
ensures that students feel they are on the path to a winning streak, furthering their

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EDFD307 Assignment 1 B Group Task
confidence and success in the unit (Stiggins, 2007, p. 24). This is beneficial to students selfesteem as constructive feedback, rather than a grade or numerical mark, keeps students
engaged with the unit and the assessment task at hand. The space provided between the
criteria of the checklist allows for comments, therefore for each of the checkpoints the
teacher should provide feedback to the students. In this way, students are presented with an
opportunity to build on the task after feedback has been received to extend their knowledge
and inform the final assessment. The checklist therefore outlines the standard at which
students work should be completed.

Using the Venn diagram below, select two Christian Denominations of your
choice to compare and contrast. You will need to make comprehensive notes on
the differences and similarities of these two denominations in the areas of
beliefs, practices, rituals, symbols, texts, story and social structure. A criteria
checklist has also been provided to you. Make sure that you use this as a guide
to complete the Venn diagram. You will be provided feedback on this task that
will inform your final assessment. You need to use these resources as a basis for
your research: To Know, Worship and Love & National Council of Churches in
Australia website http://www.ncca.org.au/about/memberchurches

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EDFD307 Assignment 1 B Group Task

NAME:________________________

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EDFD307 Assignment 1 B Group Task
Venn Diagram Task Checklist and Feedback Form
At least three beliefs of each Christian Denomination has been included in
the Venn diagram
___________________________________________________________________________
___________________________________________________________________________
More than three practices of each Christian Denomination have been listed
in the Venn diagram
___________________________________________________________________________
___________________________________________________________________________
Four or more rituals for each of the Christian Denominations have been
included
___________________________________________________________________________
___________________________________________________________________________
For both of the Christian Denominations, at least four symbols have been
added to the Venn diagram
___________________________________________________________________________
___________________________________________________________________________
All of the texts of each denomination has/have been listed
___________________________________________________________________________
___________________________________________________________________________
Stories particular to the Christian Denominations have been included in
the Venn diagram
___________________________________________________________________________
___________________________________________________________________________
A comprehensive social structure of each of the Christian Denominations
has been included in the Venn diagram
___________________________________________________________________________
___________________________________________________________________________
At least six similarities have been included on the Venn diagram
___________________________________________________________________________
___________________________________________________________________________
ADDITIONAL COMMENTS:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

EXTENDED RESPONSE TASK

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EDFD307 Assignment 1 B Group Task
Prompt:
Using the two denominations from your Venn diagram task, determine the common factors
leading to the creation of sects in the Christian tradition through an evaluation of the causes
of each schism and the particularities of each denomination.
Again students will be given a double period to complete the essay, however to emulate a
SAC, it will be done under test conditions. Not only will this ensure that the student will be
assessed on individual work, it forms an opportunity to prepare them for assessment of this
nature in the future.
This prompt provides students with clear instructions both in terms of the type of thinking
they are required to do and the content they should draw on. This question gives students
clear direction on what is required of them and as such puts them in a better position to
engage with the skills and knowledge that are to be assessed (Reiner, Bothell, Sudweeks &
Wood, 2002).
The Venn diagram task, in conjunction with the feedback was designed to assist students
with the knowledge and skills specific to completing this task. Students will need to draw not
only on their knowledge gained throughout the unit but specifically on their findings in the
Venn diagram task. However, the essay is not just an extended response recount of their
research. The question requires them to manipulate the information in a new way, asking
them to consider the causes of each schism. The facts they found in the Venn diagram task
do not shed light on the causes of the division at face value; the students need to consider
the implications of the nature of each denomination for why they may have moved away
from the Church. The skills involved in this kind of evaluation are best tested in this form.
Assessment tool:
This task will be assessed against a rubric. Each criterion in the rubric is measured on a
scale from excellent to not satisfactory as opposed to a number value scale. This
provides the student with better quality feedback as it clearly highlights the reasons behind
the students score rather than simply assigning them a number grade. The five criteria
assess the students knowledge, evidence of use of the Venn diagram task, the formation of
their response and engagement in higher order thinking. Each of the indicators provides
clear explanations as to why a student would have received that mark.

Name: ________________________________________
Extended Response Assessment

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EDFD307 Assignment 1 B Group Task
Excellent

Good

Satisfactory

Knowledge
of
denominatio
ns and use
of Venn
diagram
task

An extensive
knowledge of
two Christian
Denomination
s is shown
with clear
reference to
the research
from the Venn
diagram task

Some
knowledge of
two Christian
Denomination
s
demonstrated
with some
reference to
the Venn
diagram task

Determine
the factors
leading to
the
formation of
the Christian
sects

Wide range of
factors
leading to the
formation of
two Christian
sects have
been
identified in
the response

Sound
knowledge of
two Christian
Denomination
s is shown in
the response
with good
reference to
the findings of
the Venn
diagram
research task
Good
identification
of factors
leading to the
formation of
Christian sects
have been
identified in
the response

Analysis and
evaluation
of the
common
causes of
the schisms

A
comprehensiv
e analysis and
evaluation of
the common
causes of the
schisms of
two Christian
Denomination
s

Essay
structure

Coherent
response
where the
structure
sustains
argument
throughout
No issues with
expression

Fluency,
language
and

A good
attempt at
analysing and
evaluating the
causes of the
schisms of the
Christian
Denomination
s with some
attempt at
evaluating
these schisms
Wellstructured
response,
ideas flow well
throughout
the response
Few issues
with
expression

Unsatisfacto
ry
Little
knowledge of
two Christian
Denomination
s are
demonstrated
with no
evidence of
Venn diagram
task being
referred to

Limited
identification
of factors
leading to the
formation of
two different
Christian sects
have been
demonstrated
in the
response
An attempt at
analysis of the
common
causes of the
schisms of
two Christian
Denomination
s has been
made in the
response

No
identification
of factors
leading to the
formation of
Christian sects
has been
shown in the
response

An attempt at
laying out
ideas has
been made

Ideas do not
follow a
coherent
structure

Some issues
with
expression

Consistent
issues with
expression

No evidence
of analysis of
the common
causes of the
schisms has
been made in
the response

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EDFD307 Assignment 1 B Group Task
grammar

No spelling
and grammar
errors
Excellent use
of subject
specific
language

Few spelling
and grammar
errors

Some spelling
and grammar
errors

Good use of
subject
specific
language

An attempt at
subject
specific
language

Spelling and
grammar
errors
throughout
Subject
specific
language has
not been used

References
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom
assessment. Phi Delta Kappan, 80(2), 139-148.
Catholic Education Office Melbourne (2005). Coming to know, worship and love. Melbourne:
James Goold House.
Iowa State University (2011). A model of learning objectives.
Retrieved from http://www.celt.iastate.edu/teaching/RevisedBlooms1.html
McTighe, J., & Wiggins, G. (2012). Understanding by design framework. Retrieved from
ftp://ftp1.sd34.bc.ca/ProD/VC/BackwardDesign/UbD_WhitePaper0312.pdf
Reiner, C. M., Botherll, T. W., Sudweeks, R. R., and Wood, B. (2002). Preparing effective
essay questions: A self-directed workbook for educators. Retrieved from
https://testing.byu.edu/handbooks/WritingEffectiveEssayQuestions.pdf
Rymarz, R. (2003). History in religious education: a brief rationale and some teaching
strategies. Religious Education Journal of Australia, 19(2), 20-24.
Stiggins, R. (2007). Assessment through the students eyes. Educating the whole child,
64(8), 22-26.
Woolfolk, A., & Margetts, K. (2010). Educational psychology. Frenchs Forest, NSW:
Pearson.