Zachary Mark Harris- 17978675 Secondary Curriculum 2C- 102092

102092 Secondary Curriculum 2C 1H 2019

Assessment 2
Zachary Mark Harris- 17978675 Secondary Curriculum 2C- 102092

Part A: Assessment Task

Subject: Year 12 Society & Culture
Topic: Social Conformity and Nonconformity
Type: Short Response and Structured Essay
Task Weight: 5% Part A / 20% Part B
Task rationale: Students are to engage with the concepts of conformity and nonconformity
using examples from society, both past and present. Using these concepts and examples as a
foundation, students will then apply them to a structured essay on a group of their choice
whose actions have influenced societal perceptions.

Differentiation: Students are given the opportunity to enter into a shared learning
environment. This is developed as a google classroom where students discuss and share ideas
across the semester surrounding this assessment task. They’re not provided with the
assessment question but will be across the term as to the key points. This is intended to
provide the opportunity for all students to understand peer assist across the unit and then use
these to create their responses to this task.

OUTCOMES ASSESSED
H1-evaluates and effectively applies social and cultural concepts
H3-analyses relationships and interactions within and between social and cultural groups
H9-applies complex course language and concepts appropriate for a range of
audiences and contexts
H10-communicates complex information, ideas and issues using appropriate written, oral
and graphic forms.

Task Description:
Structured Essay – Conformity & nonconformity
A. Define the concepts of conformity and nonconformity using examples from society
(past and present) (10 marks)
(1 page maximum)
B. With these concepts in mind, answer the following question: To what extent have
the values and behaviours of ONE group influenced the perceptions of this group in
the wider society? (20 marks)
(1500 words maximum)

Task Instructions/Submissions Requirements:

 This task is to be completed at home and submitted in hard copy to your teacher
 On or before the due date.
 Please ensure you complete both sections A and B and clearly label each section
 Must be within the word count limit
 Portrait Orientation and ‘Normal’ Margins
 12 point Times New Roman
 1.5 line spacing
 Full Name clearly in header
 Page numbers at the bottom (footer)
Zachary Mark Harris- 17978675 Secondary Curriculum 2C- 102092

QUESTION A (5%)
MARKING GUIDELINE

Marking Criteria
 Clearly defines conformity and nonconformity 8-10
 Presents a well organised response with relevant examples to support the definitions
 Thoroughly incorporates relevant course concepts and terminology

 Defines conformity and/or nonconformity 4-7

 Presents a well organised response that uses an example to support definitions.
 Incorporates course concepts and terminology in the responses

 Makes some reference to conformity and/or nonconformity 1-3

 Provides little to no examples to support definition.
 Makes little to no attempt at using course concepts or terminology

QUESTION B (20%)
Marking criteria
 Demonstrates a highly-developed understanding of conformity and non- 17-20
conformity
 Demonstrates outstanding judgment regarding the values & behaviours of a
particular group, and their impact on society
 Presents a sustained, logical and cohesive response and effectively applies the
course concepts and terminology
 Effectively integrates relevant evidence and examples throughout

 Demonstrates a developed understanding of conformity and non-conformity 13-16

 Makes a developed judgment about the values & behaviours of a particular group,
and their impact on society
 Presents a logical and cohesive response and applies the course concepts and
terminology
 Integrates relevant evidence and examples throughout

 Demonstrates a sound understanding of conformity and non-conformity 9-12

Zachary Mark Harris- 17978675 Secondary Curriculum 2C- 102092

 Makes a judgment about the values & behaviours of a particular group, and their
impact on society
 Presents an organised response and uses some of course concepts and terminology
 Uses m relevant evidence and examples

 Demonstrates a basic understanding of conformity and nonconformity 5-8

 Makes a limited judgment about the values & behaviours of a particular group,
and their impact on society
 Presents a response, which may lack clarity and uses some of the course concepts
and terminology
 Uses some relevant evidence and examples

 Demonstrates limited understanding of conformity and nonconformity 1-4

 Makes some reference to conformity and nonconformity
 Presents a response, with no organisation and uses few of the course concepts and
terminology
 Uses no relevant pieces of evidence and examples

Scaffolding provided for students who require assistance with the assignment

Assessment Part 1: Extended response

(Max 1 page)

Define conformity 1-3 sentences approx.

Examples 6 sentences approx.

Define 1- 3 sentences approx.

Examples from society 3 sentences approx.

Assessment Part 2: Essay

Max (max 1500 words)

Intro- 3 sentences approx.

Description of Group 6 sentences approx.

Discussion on values 6 sentences approx.

Discussion on behaviours 6 sentences approx.

Influence on societal perceptions 6 sentences approx.

Conclusion- 3 sentences approx.

Zachary Mark Harris- 17978675 Secondary Curriculum 2C- 102092

Part B: Assessment Evaluation

Most teachers will have a differing opinion on how assessment should be implemented within

their classroom. However, it would be hard to find any who would argue against the fact that

assessment is one of foundations of our education system. Something that is increasingly

disputed is the good that standardised assessment does for the students. Recent studies across

Australia and the world have revealed an increasingly high correlation between this heavy

leaning on of assessments in the classroom and the detrimental impacts on students. Through

my evaluation of assessment, feedback and assessment styles, I will provide an insight into

the importance of assessment for me as a future teacher.

Assessment is defined by The New South Wales Education Standards Authority

(NESA) as “broad name for the collection and evaluation of evidence of a student’s learning”

(2018). Furthermore, assessment is divided into two main forms, “assessment of learning”

and “assessment for learning” (NESA, 2018). Assessment that is “used for grading and

ranking purposes” is known as “assessment of learning” (NESA, 2018). The types of

assessment that are used to provide “feedback for students to improve their learning” is

known as “assessment for learning” (NESA 2018). Teachers, through assessment, are given

an indication of their students’ achievements, understanding and learning linked directly to

outcomes (NESA, 2018). Each syllabus, no matter the subject, promotes an integrated

approach to assessment for and of learning (NESA, 2018). Effective implementation of

assessment provides teachers with evidence of “current understanding and skills” as well as

works to “promote a deeper understanding” which are fundamental to future learning (NESA,

2018). Even when looking at informal assessment within a classroom, it is a way for students

to “demonstrate what they know and can do” (NESA, 2018). At the very heart of it, school

assessment is “a part of an ongoing process where progress is monitored over time” and is
Zachary Mark Harris- 17978675 Secondary Curriculum 2C- 102092

used to develop and modify pedagogical practice (NESA, 2018). Each subject, no matter the

school, is in some way expected to work in conjunction with assessment and not revolve

around it. This all falls back on the different forms of assessment, formative and summative,

and how a teacher uses them.

Assessment, regardless of the criticism and arguments against it as a whole, plays a

significant role in our education system (Heitink, Van der Kleij, Veldkamp, Schildkamp &

Kippers, 2016). Formative assessment in the classroom can be seen as crucial in providing

teachers with tools and knowledge to teach effectively in the classroom. The aim for

formative assessment is to provide “insights into learning processes” that a teacher can use

“to support learning through tailored instruction and targeted feedback”. (Heitink et al. 2016).

Through this direct feedback link, formative assessment can play the key part in the teachers’

modification of the lessons for each student. This style of assessment isn’t quite as tangible in

the sense that summative assessment is, which often is the focus of much of assessments

scrutiny. Summative assessment is focussed primarily on “assessing learning outcomes”

(NESA, 2018). This assessment style takes the form of assessment tasks and standardised

assessments. Though summative assessment has the intention of “assessing learning

outcomes”, it is still debatebale whether this style of assessment is necessary in this process.

There is a contradiction whereby “school-based grades” are supposed to be “used to improve

test validity and fairness” but it is rarely trusted by teachers and parents like as an accurate

measurement of these “educational outcomes” (Luyten & Dolkar, 2010). Because of the lack

of evidence in support of summative assessments benefits towards achieving education

outcomes, formative assessment is often agreed the only one seen as being the “crucial”.

The scrutiny and often dislike for summative assessment does not just stem from their

lack of accuracy regarding educational outcomes. What has become increasingly prevalent

within our education system is assessment stress. As the years progress, more research
Zachary Mark Harris- 17978675 Secondary Curriculum 2C- 102092

depicts a harsh reality of more students who are becoming or already “at risk of severe

psychological illness” (Smith & Sinclair, 2000). Research conducted in 2000 revealed an

staggering “42 percent of Year 11 and 56 percent of Year 12 students” who have reported

some form of “emotional distress” (Smith & Sinclair, 2000). The current education system,

which leans heavily upon summative assessment, places an “overwhelming strain” on these

students in the months leading up to the HSC. It isn’t just the education system, society as a

whole has been moulded in a way that places the final mark in such esteem that it becomes

the most “stressful experiences” for both teachers and students alike. Much of the research

that revolves around the HSC notes how it has become almost a “blood sport” that creates

“intolerable stress” (Smith & Sinclair, 2000). This intolerable stress has a “deleterious effect

on [students’] satisfaction with their progress, self-esteem and life satisfaction” (Smith &

Sinclair, 2000). With these alarming studies in mind, it would be foolish to believe that there

isn’t a need to change the current summative assessment program. It’s in dire need of reform

both school and system wide.

Saying that there needs to be a change is simple, knowing what can be done becomes

the difficult part. The first thing that needs to be discussed is what exactly can we change

with our classrooms. Much of the research surrounding Australia’s education system has a

focus on teacher led assessment styles and tasks. One strategy that has been discussed in

recent years as a way to change this reliance is known as “peer assessment” (Vanderhoven,

Raes, Montrieux, Rotsaert, Schellens., 2014). “Peer assessment” can be defined as an

“education setting” that provides the students with the “power” and “allows to them be

actively involved” in their assessment and learning (Vanderhoven, et.al ., 2014).As the name

suggests, peer assessment is places the responsibility of evaluation in the hands of the

students and their peers (Vanderhoven et.al, 2014). Criticism of this assessment style have

been mild but it mainly involves the “interpersonal variables” which have the potential to
Zachary Mark Harris- 17978675 Secondary Curriculum 2C- 102092

influence the procedure. To mediate such a thing, advocates for this assessment style suggest

a level of guidance from the teacher (Vanderhoven et.al, 2014). The role of the teacher is

almost solely to prevent the scenario where students may be giving “higher grades to their

friends” or marks to those who need “feelings of comfort” who might be failing

(Vanderhoven et.al., 2014). Another role outlined by research into this type of assessment is

for them to protect student anonymity. By “remain[ing] anonymous for each other but be[ing]

identified by the teacher afterwards” their responses and judgement of each assessment was

objective and fair(Vanderhoven et.al., 2014). In a society and culture classroom specifically,

it would give the opportunity for students to answer somewhat personally driven questions

without fear of ridicule.

Using all this information to any great effect is daunting to say the least for new

teachers. Despite much of the literature pointing towards the benefits these new types of

assessment, it may still be an overwhelming prospect to try to change an already established

system within a school. As a new teacher, it will be important to attempt to bring in these

new, alternative types of assessment within the classroom and share the success throughout

the school. As an upcoming English, History and Society & Culture teacher, I can see a roll

in my class for peer assessment to be implemented. Thinking about my future classroom

specifically, one such implementation of peer assessment within the Society & Culture

classroom would revolve around either inquiry-based task or problem-based learning. An

example of this task would require students conduct research project. This would be based on

the same culture, person or moment and they would provide evidence supported opinions.

Upon the completion of this task, students would assess each other on their presented points

of view and conclusions. This would then be followed by a class sharing these ideas and

noting them down. To conclude this kind of assessment, students could work collaboratively

to develop a combined understanding that they can all share in and the teacher would be able
Zachary Mark Harris- 17978675 Secondary Curriculum 2C- 102092

to use this concluded task as a form of summative assessment (Vanderhoven et.al., 2014).

Through this peer based assessment task, the hope is that the class will become a support

group which would go to lengths to “foster[ing] achievement, strong self-efficacy and

success”, further mediating the “psychological strain of HSC and assessment” (Smith &

Sinclair, 2000)

It is our duty as teachers to look at the association between our current Australian

system wide assessment and the psychological issues caused to students. The only thing

certain for our future is the fact that formative and summative assessment are both engrained

within our education system and won’t be going away any time soon. What needs to change

is how we as teachers can still undergo the process of assessment and whilst concurrently

reducing the pressure associated with it. It is an important for us as future teachers to

constantly research and engage with a wide array of assessment styles for the betterment of

all students.
Zachary Mark Harris- 17978675 Secondary Curriculum 2C- 102092

References

Assessment | NSW Education Standards. (2018). Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-

curriculum/assessment

Heitink, M., Van der Kleij, F., Veldkamp, B., Schildkamp, K., & Kippers, W. (2016). A systematic

review of prerequisites for implementing assessment for learning in classroom practice.

Educational Research Review, 17, 50-62. doi: 10.1016/j.edurev.2015.12.002

Luyten, H., & Dolkar, D. (2010). School-based assessments in high-stakes examinations in Bhutan: a

question of trust? Exploring inconsistencies between external exam scores, school-based

assessments, detailed teacher ratings, and student self-ratings. Educational Research And

Evaluation, 16(5), 421-435. doi: 10.1080/13803611.2010.530437

Principles of assessment | NSW Education Standards. (2018). Retrieved from

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-

curriculum/assessment/principles-of-assessment

Smith, L., & Sinclair, K. (2000). Transforming the HSC [The Higher School Certificate in New South

Wales education.]. Change, 3(2), 67-79.

Vanderhoven, E., Raes, A., Montrieux, H., Rotsaert, T., & Schellens, T. (2015). What if pupils can

assess their peers anonymously? A quasi-experimental study. Computers & Education, 81, 123-

132. doi: 10.1016/j.compedu.2014.10.001