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EDF4004 Curriculum and Assessment

Assessment 1: Designing Assessment Tasks
By Jess Reinehr - 25124307

What’s On My Plate?
Unit Heading: What’s On My
Plate?
Learning Area: Health Education
Capabilities: Personal and Social
Strand
Personal, Social
and Community
Health

Personal and
Social

Sub-strand
Being
healthy, safe
and active
Contributing
to healthy
and active
communities
SelfAwareness
and
Management
Development
of resilience

Year Level: Year 7
Focus Area: Food and Nutrition
Content Descriptor
Investigate and select strategies to promote
health, safety and wellbeing (VCHPEP126)
Plan and use strategies and resources to
enhance the health, safety and wellbeing of
their communities (VCHPEP130)
Reflect on their effectiveness in working
independently by identifying enablers and
barriers to achieving goals (VCPSCSE036)
Assess personal strengths using feedback from
peers, teachers and others and priority areas
for improvement (VCPSCSE035)

This unit will allow students to
In this unit, students engage in a variety of learning experiences regarding
food and nutrition for children and adolescents.
Students will:
 Understand and interpret the Australian Guide to Health Eating to make
informed choices.
 Investigate unhealthy choices within our society i.e. take away
food/packaged/processed food
 Analyse food labels and supermarket layouts in order to find healthier
foods
 Apply understanding to create own healthy meal
 Investigate healthier changes that can be made as an individual and
within the family environment to improve overall health
During the unit
Students complete a written assessment. They apply their knowledge of areas
studied within this unit up until week 6 to assess their understanding of:
 The Australian Guide to Healthy Eating
 How to make healthier food choices when out in society
 Supermarket layout
By the completion of the Unit
Students complete a practical and written assessment. They apply their
knowledge of the whole unit of ‘What’s On My Plate?’ to create and cook a
meal for the family and discuss food choices in relation to the guidelines.

Task 1 – What’s On My Plate? Test Your Knowledge
This formative assessment task is designed to help monitor the students
learning and provide them with feedback that can be used to identify
weakness and target areas that need improvement. It also helps the teacher
assess areas that students are struggling or not understanding that can be
addresses early on in the unit rather than at the end.
The students will be assessed on the Australian Guide to Healthy Eating, how
to make healthier choices within society and the supermarket layout. This
assessment will allow students to learn from what they did and did not do
well to understand where to improve for the second assessment. It also
assesses lower order thinking, as it requires students to recall prior learning
and retell it in their own words. Bloom’s taxonomy (new) would state this as
remember and understand to complete this task. This is the case as students
are only stating information learnt in the past 6 weeks, it doesn’t require
them to do any high order thinking. This has been set as a formative
assessment mid unit as it will allow students to gain and understanding of
where they are and progress to higher order thinking of the topic by the end
of the unit.

Student’s Name: __________________________________
Teacher’s Name: __________________________________

Assessment Task: Year 7
Subject: Health
Task: What’s On My Plate? Test Your Knowledge
Assessment
Task No.

1

Assessment
Date:

Term 3 Week 6 2016

In our health class of week 6 you will complete a Concept Map during
class demonstrating content learnt up until week 6 of the What’s On My



Plate? unit.
The Concept Map will be on the area of Adolescent Nutrition.
Please ensure this cover sheet is signed and attached to the concept
map.
Late submission will be penalised.
o Assessments needing to be submitted after lesson will require
note from parent explaining.

NOTE: THIS ASSESSMENT IS MARKED BY TEACHER TO HELP INFORM STUDENT
AREAS FOR IMPROVEMENT.
Student Confirmation:
I acknowledge that1. The work that I am submitting has been completed by myself and it is
my own work.
2. The work has been written in my own words and I am aware that it may
be plagiarised detected.
3. Where others work is used I acknowledge their work.
4. I have a copy of this assessment if the original is lost or stolen.

Student’s signature:__________________________________________ Date:
_______________

TASK DETAILS

Task 1: Test Your Knowledge
Materials 

Concept Map Template, Pen

Outcome 

To check ongoing progress regarding content covered in What’s On My
Plate? unit up until week 6 and improve identified weaknesses.

Instructions 

You are to complete the concept map on the back of this page
You are to write anything learnt up until week 6 of the What’s On My


Plate? unit
You have 20 minutes of class time to complete this assessment.
Refer to rubrics to identify areas that are being marked.

Note
Use the concept map template provided

Australian Guide
to Healthy
Eating

What's On
My Plate?
What’s On My Plate? Task 1 Marking Rubric
Supermarket
Layout

Unhealthy
choices in
Society

Tasks
Australian Guide
to Healthy Eating

Unhealthy choices
in society

Supermarket

4
Student listed all 5
areas of the
Australian Guide to
Healthy Eating with
examples of foods in
each area. Students
list ‘only small
amount foods’.
Students show deep
understanding and
reasoning of what is
required for a
healthy diet for
adolescent with their
age group.

3
Student listed
majority of the 5
areas of the
Australian Guide to
Healthy Eating with
examples of foods in
each area. Students
may have listed
‘foods in small
amounts’. Students
show understanding
of what is required
for a healthy diet for
adolescent with their
age group.

2
Student listed most
of the 5 areas of the
Australian Guide to
Healthy Eating with
1 or 2 example foods
in each area.
Students failed to list
foods in the small
amounts. Students
show little
understanding of
what is required for a
healthy diet for
adolescent with their
age group.

1
Student listed little
to none of the 5
areas of the
Australian Guide to
Healthy Eating with
no foods examples in
each area. Students
failed to show foods
listed in the small
amount group.
Students show no
understanding of
what is required for
healthy diet for
adolescent with their
age group.
Student identified
Student identified 5- Student identified 3- Student identified
more than 8
8 unhealthy choices
5 unhealthy choices
less than 3
unhealthy choices
offered in society
offered in society
unhealthy choices
offered in society
with alternative
with some
with 3 or less
with alternative
choices that could be alternative choices
alternative choices
choices that could be made. Student
that could be made.
that could be made.
made. Student show showed some
Student showed little Student showed no
understanding of
understanding of
understanding of
understanding of
what constitutes a
what constitutes a
what constitutes a
what constitutes a
healthy alternative.
healthy alternative.
healthy alternative.
healthy alternative
to unhealthy foods.
Student has
Student has
Student has
Student has

Layout

Terminology

identified all areas
that make up a
supermarket.
Student has
explained where
healthy and
unhealthy choices
are found and
identified the motive
behind the
placement of foods
within a
supermarket.
Student has used all
correct terminology
when explaining
within their concept
map.

What you did well:

Areas for Improvement:

identified majority of
the areas that make
up a supermarket.
Student has
explained where
some healthy and
unhealthy choices
are found and some
motives behind the
placement of food
within supermarket.

identified a few
areas that make up a
supermarket.
Student has
explained little
where healthy and
unhealthy choices
are found with little
motives behind the
placement of food
within a
supermarket.

Student has used
some correct
terminology when
explaining within
their concept map.

Student has used
little correct
terminology when
explaining within
their concept map.

identified no areas
that make up a
supermarket.
Student has
explained no healthy
and unhealthy
choices that are
found within a
supermarket or the
motive behind the
placement of foods
within a
supermarket.
Student has not used
nor attempted to use
correct terminology
when examining
within their concept
map.

Teacher Reference

This task assesses year 7 students comprehension of last 5 weeks of
What’s On My Plate? Unit, investigating strategies to improve health and

wellbeing within food and nutrition.
Students get 20 minutes of week 6 class time to complete assessment

task concept map.
This task is an individual task and should be no collaboration between

students when completing task.
Students need to understand the rubric and what is being looked at

when assessing how well they are going within this unit.
Students should time manage themselves to allow as much content as

possible to be written before the 20 minutes is complete.
Make clear that this is to assess their strengths and weaknesses for
them to improve for the final assessment.

Task 2 – What’s On My Plate? Family Meal

This summative assessment task is designed to evaluate the students
learning at the completion of the ‘What’s On My Plate?’ unit. It determines
the students learning progress and achievement of the units work as well as
evaluate the effectiveness of the unit to measure goals of what was
expected of the students to learn. The assessment will be graded and given
to parents so they have an understanding on how their child is achieving
within health.
The student will be assessed on the information covered in the ‘What’s On My
Plate?’ unit as well as apply their knowledge to create a meal. They will also
have to evaluate and discuss areas that went well and those that did not go
well. This assessment will allow students to take ownership and
responsibility of the assessment task, as they are able to choose what meals
they want to cook and how they fit within a healthy diet. It also will ask for
higher order thinking as well as a range of other skills. Students will plan and
create a meal ensuring they are using all elements of the Australian Guide to
Healthy Eating plate as well as analyse and evaluate their meal and how it is
a balanced meal. These are all higher order tasks that Bloom’s Taxonomy
describes as Create, Evaluate, Analyse and Apply.

Student’s Name: __________________________________
Teacher’s Name: __________________________________

Assessment Task: Year 7
Subject: Health
Task: What’s On My Plate? Meal Plan
Assessment
Task No.

2

Assessment
Date:

Term 3 Week 11 & 12 2016


In our health class of week 11 you will submit your meal plan.
In our health class of week 12 you will submit your families review on

the meal. You will be PEER ASSESSED by your family.
Submit your meal plan and your families review to your teacher during

your lesson on the due dates.
Please ensure this cover sheet is signed and attached to both the meal

plan and the family review.
Late submission will be penalised.
o Assessments submitted after lesson will require note from parent
explaining.

NOTE: THIS ASSESSMENT IS NOT ONLY MARKED BY TEACHER BUT ALSO THE
FAMILIES REVIEW.
Student Confirmation:
I acknowledge that5. The work that I am submitting has been completed by myself and it is
my own work.
6. The work has been written in my own words and I am aware that it may
be plagiarised detected.
7. Where other’s work is used I acknowledge their work.
8. I have a copy of this assessment if the original is lost or stolen.
Student’s signature:__________________________________________ Date:
_______________

TASK DETAILS

Task 1: Snack Attack Meal Plan
Materials 

Meal planner, family review cards, discussion sheet, pen, photos of
food/docket of proof of food purchase, food, cooking equipment

Outcome 

To assess student knowledge, comprehension and application of the
What’s On My Plate? unit, regarding creating a healthy meal and how to
make changes within the family environment to improve overall health.

Part 1 

You are to create a dinner meal plan including main meal and desert for

your family.
You are to take into account the 5 food groups so all are used within the

meal.
Explain why this is a balanced meal for children and adolescents.

Note
Use the menu plan scaffold provided
Part 2 –


You are to go shopping with a parent/guardian
Buy the ingredients to make your meal
With the help of a parent/guardian you are to make your meal for the

family to eat
2 Family members to complete the review form below on how well they

enjoyed your meal you created for them
You are to provide a photograph of your meal and shopping docket of

ingredients bought.
Discuss if you would cook this again and why it was successful or

unsuccessful.
What went well and what would you need to improve on

Meal Planner

Dinner
(What will your main meal be called?)

Desert
(What will your desert meal be
called?)

Ingredients needed:

Ingredients needed:

Method:

Method:

Tick the food groups that are used within this meal. Explain where
they are used and if this is a balanced meal.
Grain Foods

Vegetable/Legu
mes/Beans

Fruit

Lean meat, poultry,
fish, eggs, nuts,
seeds,
legumes/beans

Milk, yoghurt,
cheese and or
other
alternatives

Discussion
Would you cook this meal again?

Why was it successful or unsuccessful?

Discuss what went well or areas you need to improve to make it better?

Identify and evaluate what you have learnt from the ‘What’s On My Plate?’
unit and how you could use this knowledge to improve self-health and
wellbeing from here onwards.

Family Meal Review
Please indicate in each box your opinion on how the meal tasted

Rating
Taste

Appearance

Would you eat this
again

Meal 1: Main
Good
Satisfactory
Poor
Good
Satisfactory
Poor
Definitely
Maybe
Never

Meal 2: Desert
Good
Satisfactory
Poor
Good
Satisfactory
Poor
Definitely
Maybe
Never

Family Meal Review
Please indicate in each box your opinion on how the meal tasted

Rating
Taste

Appearance

Meal 1: Main
Good
Satisfactory
Poor
Good

Meal 2: Desert
Good
Satisfactory
Poor
Good

Satisfactory
Poor
Would you eat this
Definitely
Maybe
again
Never
What’s On My Plate? Task 2 Marking Rubric
Tasks
4
3
2
Creat Student
Student
Planning of the
ea
planned the
planned the
menu plan was
Menu menu plan
menu plan
adequate and
Plan
independently. independently.
showed an
There is
There is
attempt to
strong
understanding
understand
understanding and
what is
and
comprehension required for a
comprehensio on what is
healthy meal.
n on what is
required for a
The
required for a
healthy meal.
ingredients are
healthy meal. The ingredients mostly listed
The
are listed.
accurately.
ingredients
Measurements
and method
are listed and
are clearly
accurately
listed.
stated.
Measurements
are cohesive,
accurate and
well
structured.
Discu Student has
Student has
Student has
ssion accurately
identified most
identified
on
identified the
food groups
some food
whet
correct food
used within
groups used
her it groups used
their meal and
within their
is a
within their
the serving
meal the
balan meal and the
sizes. Student
serving sizes.
ced
accurate
has identified
Student has
meal
serving sizes.
most key
identified
Student has
aspects that
some key
identified key
make up a
aspects that
aspects that
balanced meal
make up a
make up a
and related it to balanced meal
balanced meal their meal.
and related it

Satisfactory
Poor
Definitely
Maybe
Never
1
Student needed
to spend more
time planning
the menu plan.
Understanding
of what is
required for a
healthy meal
was basic
and/or not
submitted. The
ingredients are
listed and
or/not listed,
but lack
accuracy and
structure.

Student has
identified little
or no food
groups used
within their
meal and the
serving sizes.
Student has not
identified key
aspects that
make up a
balanced meal
and related it to
their meal.

and if their
meal is
balanced.
Buy,
Student has
prepa bought
re
ingredients,
and
prepared and
serve served the
your
meal they
meal
have planned
to
accurately.
your
Student has
family provided a
photo of their
meal and the
docket of
ingredients
bought, and
are all listed.
Family
members
have
completed
their
evaluation.
Discu Student has
ssion evaluated
on
their meal
how
plan activity,
well it with good use
went/ of written
areas expression of
for
logical,
impro coherent and
veme well
nt
structured
discussion
Discu Student has
ssion identified and
of
evaluated
knowl areas that
edge
they have
from
learnt from

to their meal.

Student has
bought
ingredients,
prepared and
served the meal
they have
planned.
Student has
provided a
photo of their
meal and/or
most
ingredients
bought are
listed on
docket. Family
members have
completed their
evaluation.

Student has no
proof of buying
ingredients (no
docket),
prepared and
served the
meal and/or no
proof of meal
prepared.
Family
members failed
to complete
their evaluation

Student has
evaluated their
meal plan
activity, with
generally good
use of written
expression of
logical and
mostly well
structured
discussion

Student has
bought some
ingredients,
prepared and
served the
meal they
have planned.
Student has
provided a
photo of their
meal and a
docket of the
ingredients of
some or none
of the
ingredients
listed. Family
members
mostly
completed
their
evaluation.
Student has
evaluated their
meal plan
activity,
however it
may display
some flaws in
written
expression
and/or
structure.

Student has
identified and
evaluated areas
that they have
learnt from this
unit of work.

Student has
identified
areas that they
have learnt
from this unit
of work. They

Student has not
identified areas
that they have
learnt from this
unit of work.
Student has not

Student has not
evaluated their
meal plan
activity, and
significant flaws
are shown in
the written
expression.

begin
ning
to
now –
self
reflec
tion

this unit of
work. They
have
discussed in
detail how
they could use
this
knowledge to
improve selfhealth and
wellbeing.
Prese Student
ntatio presented
n,
their meal
spelli plan in an
ng
interesting
and
and unique
gram way. Accurate
mar.
spelling and
grammar used
throughout
assignment.
What you did well:

They have
listed areas of
knowledge they
could develop
to improve selfhealth and
wellbeing.

have listed
some areas of
knowledge
they could
develop to
improve selfhealth and
wellbeing.

listed any areas
of knowledge
they could use
to improve selfhealth and
wellbeing.

Student
presented their
meal plan in
interesting way.
Mostly accurate
spelling and
grammar used
throughout
assignment.

Student was
able to
satisfactorily
present their
meal plan.
Somewhat
accurate
spelling and
grammar used
throughout the
assignment

Student was
unable to
satisfactorily
present their
meal plan.
Lacked
accurate
spelling and
grammar
throughout the
assignment.

Areas for Improvement:

Teacher Reference

This task assesses year 7 students comprehension of the unit What’s On
My Plate? investigating strategies to improve health and wellbeing

within food and nutrition.
Students get 30 minutes class time in both weeks 11 and 12 to work on
researching meals and presentation/discussion however preparing and

cooking the meal is required to be completed as homework.
This task is an individual task however students may discuss and feed

off each other with meal ideas.
Students need to understand the rubric and what is being assessed to

gain the best possible mark in regards to this unit.
Students should time manage themselves to allow enough time to
prepare, cook and review their meal plan both within class and outside

of class.
Make clear that this is to assess their knowledge, comprehension and
application of what they have learnt in the What’s On My Plate? unit