Assessment item 2

Units of work and assessment

Value: 50%
Due date: 01-Feb-2018
Return date: 22-Feb-2018
Length: 3500 words approx
Submission method options
EASTS (online)
Task

The Task

This assessment requires you to create a programming map for Year 11 Design and Technology
(or similar in your jurisdiction eg Qld: Technology Studies; WA: Materials Design & Technology), a
fully developed and engaging, coherent and effective unit of work to be taught over ten (10) weeks
and an assesment plan for the year 11 Program. You need to then fully develop an assesment
task that is linked to your unit, to assess whether all students have achieved specified outcomes from
your program map.

Program Map and Unit Descriptions for the Year 11 (in NSW the Preliminary course) (10 marks)

Identify your units and provide a brief description (250-300 words) of each, including the design briefs.
The corresponding program map represents an analysis of the nature of each unit and intentions of
the syllabus requirements. It is a single table which has each unit across the top by name (including
unit length) and down the side of the table, syllabus outcomes and (in NSW) the associated Learn
About (LA) and Learn To (LT) statements. You then map each of the units against the outcomes and
LA and LT statements, ensuring that by teaching the units, all the syllabus outcomes are covered at
least once, while many are addressed on a number of occasions.

Fully resourced unit of work (25 marks)

Your unit of work should be one of the project-based units from the year 11 (preliminary) course
above and should synthesise the following elements:

• an authentic and creative design brief used to guide and provide a context for the unit;
• a list of syllabus outcomes and in NSW the Learn About and Learn To outcomes the unit will be
addressing;
• a creative variety of sequenced teaching and learning strategies and activities to support the
syllabus with explations of key management requirements
• a variety of integrated ICT's strategies that enhance learning experiences;
• a risk assessment analysis of the Design Project and an integrated Safe Work Methods Statement
(SWMS) chart related to the learning environment within the unit;
• reference to a variety of up-to-date teaching resources to support the unit.

Assessment (15 marks)

1. Create a year 11 course assessment plan that is consistent with syllabus requirements,
assessment policies of your teaching jurisdiction and refelects your course plan.

2. Using a standards referenced framework, analyse the requirements of the unit and design an
engaging assessment of learning task that would assess the unit you have developed. It should:

 be related to your unit of work

 assess relevant syllabus outcomes contained within your unit of work;
 display clear and explicit student instructions;
  include a set of assessment criteria expressed using the key verbs;
 include analysis of student levels of achievement through construction of a rubric(s). The
levels of performance (cognitive demand) for the task assessment criteria required at each
level of achievement should be defined through use of key verbs (see below - from NSW
Board of Studies)

A Glossary of Key Verbs

This glossary contains key words that appear frequently in Board of Studies syllabuses, performance
descriptions and examinations.

The purpose behind the glossary is to help students prepare better for the HSC by showing them that
certain key words are used similarly in examination questions across the different subjects they are
studying.

In classrooms, teachers of different subjects could use the glossary to help students to better
understand what the examination questions in their subject require. Students should recognise the
consistent approach of teachers of different subjects and get cues about how to approach
examination questions.

For example, students would be better placed to respond to 'explain' questions if, in the context of
different subjects, they developed an understanding that 'explain' could require them to relate cause
and effect; make the relationships between things evident; provide why and/or how.

It is also important that the key words should not be interpreted in an overly prescriptive way.
Teachers must ensure that they do not use them in ways that conflict with their particular meaning
within subjects. To do this would be counterproductive. A term like 'evaluate', for example, requires a
different kind of response in Mathematics from that required in History and this needs to be respected.

When using key words to construct questions, tasks and marking schemes, it is helpful to ask what
the use of the term in a particular question requires students to do.

Key words are best discussed with students in the context of questions and tasks they are working
on, rather than in isolation.

It is important to note that examination questions for the HSC will continue to use self-explanatory
terms such as 'how', or 'why' or 'to what extent'. While key words have a purpose, they will not set
limits on legitimate subject-based questions in examination papers.

Account
Account for: state reasons for, report on. Give an account of: narrate a series of events or
transactions
Analyse
Identify components and the relationship between them; draw out and relate implications
Apply
Use, utilise, employ in a particular situation
Appreciate
Make a judgement about the value of
Assess
Make a judgement of value, quality, outcomes, results or size
Calculate
Ascertain/determine from given facts, figures or information
Clarify
Make clear or plain
Classify
Arrange or include in classes/categories
Compare
Show how things are similar or different
Construct
Make; build; put together items or arguments
Contrast
Show how things are different or opposite
Critically (analyse/evaluate)
Add a degree or level of accuracy depth, knowledge and understanding, logic, questioning, reflection
and quality to (analyse/evaluate)
Deduce
Draw conclusions
Define
State meaning and identify essential qualities
Demonstrate
Show by example
Describe
Provide characteristics and features
Discuss
Identify issues and provide points for and/or against
Distinguish
Recognise or note/indicate as being distinct or different from; to note differences between
Evaluate
Make a judgement based on criteria; determine the value of
Examine
Inquire into
Explain
Relate cause and effect; make the relationships between things evident; provide why and/or how
Extract
Choose relevant and/or appropriate details
Extrapolate
Infer from what is known
Identify
Recognise and name
Interpret
Draw meaning from
Investigate
Plan, inquire into and draw conclusions about
Justify
Support an argument or conclusion
Outline
Sketch in general terms; indicate the main features of
Predict
Suggest what may happen based on available information
Propose
Put forward (for example a point of view, idea, argument, suggestion) for consideration or action
Recall
Present remembered ideas, facts or experiences
Recommend
Provide reasons in favour
Recount
Retell a series of events
Summarise
Express, concisely, the relevant details
Synthesise
Putting together various elements to make a whole

Rationale
Teachers develop programs of learning as units of work, sequencing activities/strategies that explore
content and skills that enable students to construct knowledge and develop skills in an area of the
syllabus . In a unit of work you have the opportunity to set goals, identify understandings you want
students to know, make planning decisions for problem-based learning, link outcomes and
assessment, and prepare innovative and enterprising activities that cater for the needs of all
students.This assessment item will assist in the measurement of your achievement of learning
objectives:

 be able to analyse the Design and Technology curriculum;

 be able to design for the context teaching and learning activities that integrate the Australian
Curriculum general capabilities;
 be able to prepare detailed and effective lesson plans and units of work to teach concepts
and other content;
 be able to develop appropriate teaching and learning strategies for diverse learning
environments and contexts;
 be able to apply a range of assessment strategies to assess and feedback on student
achievement of learning outcomes;
 be able to analyse and plan management of design projects from a risk assessment and
ethical perspective; and
 be able to apply professional written and other communication skills.

Marking criteria

Marking criteria are:

1. Create a program of units with a corresponding map that demonstrates an analysis of the
relationships between the nature of your units and the syllabus outcomes and (in NSW) the
LA/LT statements, while ensuring syllabus outcome coverage across the units.
2. Analysis of the risks (risk assessment) for the unit and applies safety strategies throughout
the unit that are based on the SWMS chart
3. Develops a creative, authentic and engaging Design Brief to build a context for the unit
4. Applies a creative variety of sequenced teaching strategies/activities (including ICT’s),
management approaches and resources into a sequenced, integrated and engaging unit.
5. Creates a year 11 course assessment plan that is consistent with syllabus requirements,
assessment policies of your teaching jurisdiction and reflects your course scope and
sequence plan
6. Constructs an engaging assessment of learning task and assessment criteria that uses
standards referenced approaches and KEY VERBS as it would be presented to students
7. Creates a standards referenced rubric for the task using levels of achievement consistent with
the criteria from the assessment task.

Task Title:
Criteria Unsatisfactory Pass Credit Distinction High
Distinction
Create a program of Units listed and Units outlined, Units explained, Units explained,
units with a no map created design projects design projects creative design
corresponding map identified and described and projects described
that demonstrates an outcomes listed and outcomes listed and outcomes listed
analysis of the syllabus coverage is and syllabus and syllabus
relationships complete. coverage is coverage is
between the nature complete. complete. Mapping
of your units and the Mapping demonstrates
syllabus outcomes demonstrates analysis of the
and (in NSW) the thoughtful relationships
LA/LT statements, relationships between nature of
while ensuring between the the units and the
syllabus outcome nature of the outcomes and
coverage across the units and the associated LA/LT
units. outcomes and statements
associated
LA/LT
statements

Develops a creative, Project outlined The Project and the A situation or A situation or
authentic and Design Brief are problem is problem is explained
engaging Design described and forms described and and the Project and
Brief to build a the basis for the unit the Project and Design Brief are
context for the unit Design Brief areanalysed from that
explained. The perspective. The
Design Brief is design Brief is
problem- problem-based to
based and enable creative and
forms the basis authentic design
for the unit. solutions.
Applies a creative Little variety in A variety of A variety of A creative variety of A creative
variety of sequenced the listed strategies'/activities active learning active learning variety of
teaching strategies, a lack are described, ICT's strategies are strategies are active learning
strategies/activities of resources primarily used explained, explained, strategies are
(including ICT’s), provided, ICT’s as information-based management of mangement issues explained,
management listed and unit experiences. Unit is tasks is are explained and management
approaches and lacks a logical logically sequenced described and ICT's used as an issues are
resources into a sequence and resources listed. ICT's used as an integrated learning integrated
sequenced, integrated tool. Unit is within and
integrated and learning tool. sequenced and across
engaging unit The unit is engaging, integrates strategies and
sequenced and a variety of syllabus ICT's used as
engaging and concepts and uses a an integrated
uses a variety of
variety of resources learning tool.
resources. Unit is
sequenced and
engaging,
integrates a
variety of
syllabus
concepts and
uses a variety
of resources
Analysis of the risks Lists safety Describes safety Uses a risk Analyses the project Analyses the
(risk assessment) for issues issues and describes assessment through a risk project through
the unit and applies safety activities. process to assessment process a risk
safety strategies identify and and discusses safety assessment
throughout the unit explains safety issues. Integrates process and
that are based on the issues for safety activities into discusses safety
SWMS chart activities in the the unit. issues.
unit. Integrates
engaging safety
activities into
 the unit, while
including safety
approaches for
all activities.
Creates a year 11 Lists assessment Describes an Explains an
course assessment tasks for a year 11 assessment plan assessment plan
plan that is course plan that reflects your that reflects
consistent with course plan and your course plan
syllabus syllabus and syllabus
requirements, requirements. The requirements.
assessment policies assessment tasks The assessment
of your teaching fullfil assessment tasks fulfil
jurisdiction and policy requirements. assessment
reflects your course policies.
scope and sequence
plan
Constructs an Outlines a task Describes a task that Explains the Explains the task to Explains the
engaging assessment that can be used can be used for task to be used be used for the task to be used
of learning task and for assessment of assessment of the for the assessment; for the
assessment criteria the unit. unit as it could be assessment; Explains with clarity assessment; the
that use standards presented to students Explains the the task as to be task is creative
referenced but it is ambiguous or task as to be presented to students and engaging;
approaches and KEY unclear as to the presented to with use of key Explains with
VERBS as it would whole process. Verbs students with words consistently clarity the task
be presented to not applied or use of key verbs and uses the as to be
students. inconsistently in applied cognitive range in presented to
creation of the task consistently in creation of the students with
assessment criteria. creation of the assessment criteria; use of key
Assesses outcomes assessment Assesses a words
from the unit. criteria; significant number consistently and
Assesses a of outcomes from uses the
outcomes from the unit. cognitive range
the unit. in creation of
the assessment
criteria;
Assesses a
significant
range of
outcomes from
the unit.

Creates a standards Rubric poorly Creates a rubric but Creates a rubric Creates a rubric
referenced rubric for constructed or there is lack of key which uses key which uses key
the task using levels missing verbs, or they are verbs to explain verbs to explain the
of achievement used inconsistently in the differing levels of
consistent with the describing the levels levels of achievement and
criteria from the of achievement. achievement . explains the
assessment task. Criteria used in the Criteria used in assessment criteria
rubric not always the rubric are and the assessment
consistent with the consistent with task.
assesment task. the assessment
task