Assessment Task Sheet

Assessment Task Information

Faculty: PDHPE
Course: HSC PDHPE (Stage 6)
Unit: Health Priorities in Australia
Task Title: Health priority groups and the impacts of the Ottawa Charter
Task marks: 30
Weighting: 20% Task No: 1 of 4
Date issues: Term 1 Week 3 Friday Date for submission: Term 1 week 9
the 22nd February 2019 Friday the 5th of
April 2019

Assessment Task Details

Description of Activity:
Students will be exercising their literacy and creative skills through a multi-tiered
assessment task consisting of 2 parts. PART A: Involves creating a report which identifies
priority population group inequalities while PART B: aims for students to assess the
effectiveness of the Ottawa Charter in assisting the group they have chosen within a
health promotion initiative.
Task instructions:
PART A:
Write a report which identifies the priority issues for improving Australia’s health by:
 Researching and analysing the issues of access and inequalities that Aboriginal
and Torres Strait Islanders experience AND one other group;
Socioeconomically Disadvantaged People
People in Rural and Remote Areas
Overseas born people

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 The Aged/Elderly
People with disabilities
The report must include the following:
 The nature and extent of the inequalities
 The socioeconomic, sociocultural and environmental determinates of the
minority group
 The roles of individuals, communities and governments in addressing the health
inequities

PART B:
Create a 5-7 minute multi-modal presentation on:
 A health promotion initiative that directly links to ONE of the above groups that
you have chosen and critically analyse how the five action areas of the Ottawa
Charter relate to health promotion of that group
 The benefits, advantages and positive impacts on the group from this health
promotion initiative in promoting social justice

In the presentation it is recommended to include the following:

 Information provided through a voice over
 Information provided through images
 Information provided through a video of yourself speaking
 Information provided through text and writing
The presentation can be presented on and can use elements from the following but is
not limited to;
 Powtoon  Dipity
 Powerpoint  Xtranormal
 Prezi  Animato
 Popplet  Movly
 Go Animate  Any others you wish to use

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Context
Contextual statement:
Health Priorities in Australia examines the health status of Australian individuals and
groups and investigates the health priority issues that occur within Australia. At all levels
in Australia, individuals, communities and governments play a role in taking responsibility
in the implementation of health promotion. Health promotion further look at closing the
gap in health inequities for priority population groups within Australia. By being aware of
these issues an individual is able to gain knowledge about Australia’s health care systems,
how they work and how they play an important role in achieving optimal health for all
Australians.

Task rationale
Contextual statement:
This task has been specifically designed to engage students in acquiring a deep
understanding about the inequities in health across a range of groups within Australia.
The task looks at the nature, extent and determinants that contribute to these health
inequalities and ways that Australia is taking action to minimise the disparities at a range
of levels. The students are using research to gain knowledge about the Ottawa charter
and using their creativity and critical thinking skills to apply this knowledge in a way they
wish to present the information they have acquired.

Outcomes to be assessed
Outcome Description
H2 Analyses and explains the health status of Australians in terms of
current trends and groups most at risk
H3 Analyses the determinants of health and health inequalities
H4 Argues the case for health promotion based on the Ottawa
Charter

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 H5 Explains the different roles and responsibilities of individuals,
communities and governments in addressing health priorities
H14 Argues the benefits of health-promoting actions and choices that
promote social justice

Criteria for assessing learning

Marking criteria
Mark range Criteria
PART A: REPORT
17-20 An outstanding and highly relevant evaluation demonstrating deep
knowledge and understanding with higher order thinking of TWO
groups experiencing health inequalities. The text is extensively
researched, excellently structured and provides a precise outline
representing all elements of a report. Provides accurate, detailed and
complete bibliography and reference list. good
13-16 A detailed and relevant evaluation demonstrating comprehensive
knowledge and understanding with elements of higher order thinking
of TWO groups experiencing health inequalities. The text is well
researched, well- structured and provides a clear outline representing
the key elements of a report. Provides a complete and appropriate
bibliography and reference list.
10-12 An adequate evaluation demonstrating basic knowledge and
understanding with some aspects of higher order thinking of TWO
groups experiencing health inequalities. The text has been some-what
well researched, satisfactorily structured and provides a sound outline
representing some key elements of a report. Provides a complete
bibliography and reference list.
5-9 A limited evaluation showing some knowledge and understanding with
no evident aspects of higher order thinking of ONE-TWO groups
experiencing health inequalities. The text demonstrates shallow
research, unsatisfactory structure with a very basic outline of elements
of a report. Provides incomplete or basic bibliography.
1-4 A poor evaluation showing little knowledge and understanding of ONE
group experiencing health inequalities. The text demonstrates no
research, structure or outline of report elements. Provides no
bibliography.

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 N/A Not attempted or submitted

PART B: MULTI-MODEL PRESENTATION

Mark Range Criteria
8-10 An outstanding, highly innovative and engaging presentation.
Incorporates excellent analysis of all 5 elements of the Ottawa Charter
and makes a direct link in relation to ONE priority population group.
Uses an array of representations (FOUR) to present information and
exhibits creative and critical thinking abilities at an exceptional
standard.
5-7 A good and/or adequate, moderately innovative and engaging
presentation. Incorporates most (3-5) elements of the Ottawa Charter
and makes an appropriate link to ONE priority population group. Uses
a range of representations (TWO-THREE) to present information and
exhibits creativity and critical thinking abilities at a satisfactory
standard.
0-4 A poor representation of limited information making no link between
the priority population group and the Ottawa charter. Uses ONE mode
of delivery to present basic information with little to no demonstration
of creativity.
N/A Not attempted or submitted
Total: Report: ____/20 Multi-modal Presentation: ____/10
Total: _____/30
Percentage out of 20%: _______

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Scaffold
Sample Scaffold
Groups experiencing inequalities table:

Roles of individuals, communities and governments pyramid:

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Ottawa Charter Template:

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 Evaluation

Evaluate the importance of assessment and approaches to feedback and assessment design that will inform your practice in
your teaching area.

It is universally recognised that the importance of assessments in secondary education is an essential process to

assess student learning, performance and achievement (McCarthy, 2015). The aim of designing assessments is for

learners to gain deep and transferrable knowledge with the content that they have learnt within the classroom.

Assessments provide a framework where existing knowledge is used in such a way that new information can be

built upon and explored by the learner producing a deeper understanding (Underwood, Posey, Herrington,

Carmel, & Cooper, 2017). Assessments set expectations for learners by framing challenges and providing a variety

of opportunities for students to exhibit what they know and to what level their knowledge extends to (Kang,

Thompson, & Windschitl, 2014).

There are three types of assessments that a teacher can implement within their classroom practice, Assessment

for, as and of learning (NSW Education Standards Authority, 2018). Assessment for learning involves the degree of

student learning and understanding throughout the learning process. Assessment for learning occurs

predominately through formative assessment but can also involve formal and informal assessment activities

which set clear learning objectives and goals. The teacher is able to reflect on their own practices dependent on

how well the students are engaging with the content. The teacher will analyse and collect vital information about

the students progression and provide additional learning support to the students in order to meet their varying

learning needs (NESA, 2018; Kang, Thompson, & Windschitl, 2014).

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Assessment of learning refers to the degree to which students have learnt at the completion of the learning

process. Assessment of learning usually involves summative tasks (NESA, 2018). Summative assessments are

designed for the purpose of linking students’ knowledge to the specific learning objectives within the topics

learning content, providing evidence of student achievement (Pento et al., 2014). Teachers use summative

assessments as a tool to evaluate what level their students are meeting and achieving the proposed learning

outcomes (Alkharusi, Aldhafri, Alnabhani, & Alkalbani, 2013).

Assessment as learning involves students being actively involved in the assessment process by participating in

self-assessment (NESA, 2018). Assessment as learning focuses on learners exploring skills such as self-regulation,

self-efficacy, metacognition and feedback in both summative and formative assessment tasks. The idea

encourages students to take responsibility for their own learning by asking questions, monitoring their own

progression, seeking assessment from their peers, seeking support from their teacher and with them collectively

creating learning goals. Assessment as learning requires reflection and evaluation for improvements on future

educational trajectories (Dann, 2014).

Research by Gibbs & Simpson (2004) state assessment tasks allow students to demonstrate a wider spectrum of

knowledge about their coursework compared to formal examinations. Assessment tasks provide a clearer

predictor of learning through effective cognitive recall of content, as preparation for examinations are usually

learnt through memorisation and rote which is perceived as short-lasting in a learner’s memory. In turn,

examinations can cause anxiety and stress resulting in a greater likelihood of academic failure. Students

therefore consider assessment tasks to be more effective in measuring their capabilities, as they have efficient

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time for preparation, organisation and to seek support from their teachers when they require assistance (Gibbs &

Simpson, 2004).

Therefore, assessment changes the way students learn, as their primary focus and motivation stems from what is

going to be included within the tasks. Assessment content provides a strong indication to students about what

information is essential to learn, therefore guiding the students approach to learning. It is imperative for teachers

to design assessment tasks that do not place emphasis on a single focus. By students studying isolated and

distinctive parts of content it results in fragmented dispersion of knowledge. It is therefore crucial in assessment

design, to cover content that requires the students to exemplify many skills across an array of domains

(Underwood, Posey, Herrington, Carmel, & Cooper, 2017).

In a classroom, there are many diverse learners which have different strengths, interests and abilities. It is vital

that within assessment design that these learning styles are catered for and the assessment tasks meets the

needs of all learners, giving every student equitable opportunity to succeed. It is a teacher’s role to design an

assessment incorporating a variety of components such as adopting a multi-tiered approach, enabling students

the chance to flourish by providing equitable opportunities for all (Smit & Humpert, 2012). Through the power of

a well-designed assessment tasks, teachers are able to support student engagement both intellectually and

physically and gain insight into student motivation within the classroom. The teacher is able to monitor student

responses, student thinking and reflect on how well the students engaged in the content. When an assessment

task is well-thought out teachers are able to determine gaps in understanding, learners’ current ideas and

thought processes. By gaining insight into the students’ knowledge teachers are able to adapt and modify future

instruction, assess what learning strategies were effective, evaluate how each student learns best, and then make

future improvements (Kang, Thompson, & Windschitl, 2014).

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Furthermore, following implementation of an assessment, as an educator it can provide many beneficiaries. The

teacher is able to give timely and quality feedback to the students which enhances effective student learning and

evaluates their performance (Kang, Thompson, & Windschitl, 2014). Consequently, by providing feedback on

assessment tasks, students can understand how they have met the criteria, highlighting the strengths of their

work and also take into account which areas are needed for improvement (Alkharusi, Aldhafri, Alnabhani, &

Alkalbani, 2013). Feedback must be timely, specific, prompt, understandable, constructive and formed efficiently,

in a way that the students are able to make appropriate self-adjustments in relation to their learning (McTighe &

O'Connor, 2005). Feedback from assessment develops student-teacher rapport, as the students feel their learning

is supported and the teacher and student are working together as a team in aim to succeed academically

(McCarthy, 2015). Student’s self- efficacy is also enhanced through their teacher’s guidance, scaffolding and

ongoing support throughout the assessment duration (Alkharusi & Al-Hosni, 2015).

Additionally, another benefit of assessment is the opportunity for students to set goals and self-assess their work

prior to submission by evaluating the marking criteria. Through using the marking criteria, students are able to

apply their knowledge to meet the rubric benchmarks and modify their assessment and learning accordingly. Self-

assessment provides students with the skills to perform honest and truthful self-appraisals and perform

productive self-improvements (McTighe & O'Connor, 2005). By the learner aligning their work with the rubric it

further allows the students to effectively plan and reach academic goals by envisioning how their work meets the

expectations of the guidelines and if any final improvements need to be made across specific rubric areas.

Through the teacher providing a rubric that outlines basic and standardised guidelines used as assessment

prompts, students are more likely to provide more rich, meaningful and detailed responses (Kang, Thompson, &

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Windschitl, 2014). Self-assessment allows students to self-correct their work aiding in skills such as self-regulation,

self-management and self-competence by reflecting and analysing their level of self-achievement impacting

positively on academic performance (Cockett & Jackson, 2018). This idea can also be enforced through peer

assessment, where peers can mark each other’s work against the rubric and offer advice about strengths and

improvements. Peer assessment is an excellent way for students to interact with each other positively, building

relationships and developing a range of transferable life skills. Peer assessment promotes skills such as decision

making, communication, empathy, comparing and contrasting, reflection, evaluation, forming connections and

self -awareness (Adachi, Tai, & Dawson, 2017).

Research conducted by Nicol & Macfarlane‐Dic (2006) highlight that feedback from assessment does not only

enhance and improve student learning but it also gives the teacher a chance to reflect and evaluate their own

practice. Through both formative and summative assessment designs the teacher is able to assess how their

students are travelling. If the students are acquiring deep knowledge and demonstrating a deep understanding,

the teacher is then able to assess and reflect on the effectiveness of their pedagogical strategies implemented

within the classroom. Retrospectively, if the students are not grasping key concepts and are finding content

difficult to comprehend, the teacher is able to take this information into account to assess their own teaching

approaches and reflect on ways to modify and adjust them in aim for a more favorable outcome which works

adequately for both the students and the teacher (Rink, Jones, Kirby, Mitchell, & Doutis, 2007; Nicol &

Macfarlane‐Dick, 2006).

In relation to NESA guidelines, the quantity of assessment tasks has been limited to reduce stress and anxiety in

students completing the Higher School Certificate (HSC). In year 11 the students are caped to three assessment

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tasks and four in year 12 for each subject (NESA, 2018). Within the seven assessments in stage 6, it is vital that

assessments meet outcomes and reflect the learning of the syllabus. In the PDHPE syllabus there are key

competencies students develop within assessments that are necessary components to enhance life-long student

learning. The key competencies are collecting analysing and organising information, communicating ideas and

information, planning and organising activities, working with others and in teams, using mathematical ideas and

techniques, using technology and solving problems. Due to assessments flexibility in design, key competencies

can be unlocked that are not just primarily outcome focused. The key competencies are important to be

incorporated within assessment tasks in aim for students to engage with relevant and authentic content and

exercise their skills such as higher order thinking (NESA, 2018).

In conclusion, as a teacher it will be crucial to implement assessment tasks which demonstrate assessment for, as

and of learning, either being implemented through formative or summative design. Assessment feedback will

shape and mould teaching practices and allows for continuous evaluation and reflection of pedagogical

approaches. It is important that the assessment feedback process is reciprocal, if done effectively it can allow the

teacher to encourage, drive and have a significant impact on student success.

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 References

Adachi, C., Tai, J. H., & Dawson, P. (2017). Academics’ perceptions of the benefits and challenges of self and peer

assessment in higher education. Assessment & Evaluation in Higher Education, 43(2), 294-306.

doi:10.1080/02602938.2017.1339775

Alkharusi, H. A., & Al-Hosni, S. (2015). Perceptions of classroom assessment tasks: An interplay of gender, subject

area, and grade level. Cypriot Journal of Educational Sciences, 10(3), 205. doi:10.18844/cjes.v1i1.66

Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2013). The Impact of Students' Perceptions of

Assessment Tasks on Self-Eefficacy and Perception of Task Value: A Path Analysis. Social Behavior and

Personality: an international journal, 41(10), 1681-1692. doi:10.2224/sbp.2013.41.10.1681

Cockett, A., & Jackson, C. (2018). The use of assessment rubrics to enhance feedback in higher education: An

integrative literature review. Nurse Education Today, 69, 8-13. doi:10.1016/j.nedt.2018.06.022

Dann, R. (2014). Assessmentaslearning: blurring the boundaries of assessment and learning for theory, policy and

practice. Assessment in Education: Principles, Policy & Practice, 21(2), 149-166.

doi:10.1080/0969594x.2014.898128

Gibbs, G., & Simpson, C. (2004). Does your assessment support your students’ learning. Journal of Teaching and

learning in Higher Education, 1(1), 1-30.

Kang, H., Thompson, J., & Windschitl, M. (2014). Creating Opportunities for Students to Show What They Know:

The Role of Scaffolding in Assessment Tasks. Science Education, 98(4), 674-704. doi:10.1002/sce.21123

McCarthy, J. (2015). Evaluating written, audio and video feedback in higher education summative assessment

tasks. Issues in Educational Research, 25(2), 153-169.

McTighe, J., & O'Connor, K. (2005). Seven Practices for Effective Learning. Assessment to Promote Learning,

63(3), 10-17.

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Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: a model and seven

principles of good feedback practice. Studies in Higher Education, 31(2), 199-218.

doi:10.1080/03075070600572090

NSW Education Standards Authority (NESA). (2018). NSW Syllabus:: Assessment for, as and of Learning. Retrieved

from https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-of-learning/

NSW Education Standards Authority (NESA). (2018). Personal Development, Health and Physical Education: Stage

6 Syllabus. Retrieved from http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/stage-6-

learning-areas/pdhpe/pdhpe-syllabus

Pento, A., Trent, M., Notaroberto, C., Tracey, T., De Tulio, T., Roehl, T., & Hanson, J. (2014). What should be the

primary purpose of assessment in physical education instruction? Journal of Physical Education,

Recreation & Dance, 85(2), 45-46. doi:10.1080/07303084.2014.866859

Rink, J., Jones, L., Kirby, K., Mitchell, M., & Doutis, P. (2007). Teacher Perceptions of a Physical Education

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Underwood, S. M., Posey, L. A., Herrington, D. G., Carmel, J. H., & Cooper, M. M. (2017). Adapting Assessment

Tasks To Support Three-Dimensional Learning. Journal of Chemical Education, 95(2), 207-217.

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