Secondary Curriculum 2B

Senior Geography

Assessment 2
Evaluation of an Assessment Task

Student: Lyndal Howison (15895338)

Contents

Introduction.......................................................................................................................................1
Overview and Synthesis of Assessment.............................................................................................1
Analysis of a current assessment task: clarity and purpose...............................................................3
Critique of task design, instructions to students and marking rubric/criteria...................................4
Conclusion.........................................................................................................................................6
Appendix 1: Assessment Task Reviewed in this Report.........................................................................7
Appendix 2: HSC Question on which assessment is based..................................................................29
REFERENCES........................................................................................................................................31

0
Introduction
The assessment evaluated is designed to recreate HSC conditions with an in-class essay that
models a 2007 extended response question. It is weighted 25% of school-based assessment
for Year 12, and as a formal written examination, standards determine that it will be the
only one for that year. The task’s question is unambiguous, a core feature of quality in
assessment (Preston, 2005), and asks students to analyse the urban dynamic of
consolidation based on fieldwork activities, a core element of geography studies. The case
study considers the suburb of Chatswood, which has undergone intensive urban
consolidation, and is close to the school location. This adds Significance and Connectedness
to the geographical inquiry, reflecting the Quality Teaching Framework.

Overview and Synthesis of Assessment

Assessment is “perhaps the central process in effective instruction” (Wiliam, 2011, p. 3) and
contemporary views of this field demonstrate its complexity as an increasingly sophisticated
set of processes and practices that measure and evaluate the achievement of learning
outcomes by students.

Often explained through dichotomies that have been described as “unhelpful” (Baker and
Hill, 2015, p. 40), assessment is usually defined as: formative or summative, which
designates its purpose; and formal or informal, indicating its character (AITSL, 2011). A
range of other assessment typologies are noted, including standard-based versus normative,
internal versus external, process versus product. These dichotomies are rarely mutually
exclusive, with formative assessment pioneers Black & William even arguing that the
“formative/summative distinction” is unclear (1998, p. 54).

There is evidence that formative assessment is “one of the most powerful interventions”
(Barber & Hill, 2015, p. 37) because it generates feedback during the teaching and learning
process, which allows both teachers and learners to adjust and improve (Black & William,
1998). It is classroom-based and dynamic; teaching is “revised in 'mid-stream'” (Marsh,
2010, p. 315). Some have argued that formative assessment is “underused and under-
realised” (Barber & Hill, 2015, p. 37) because it calls for more teaching time and resources,
despite widespread policy support (Vander Kleij et al., 2018; Stiggins, 2002).

1
Summative assessment generates measures of student achievement at a single point in
time, usually in a quantitative format. It has been described as “the final goal of an
educational activity” (Marsh, 2010, p. 315) though the data collected often informs future
teaching and learning activities, thus adding a formative function and demonstrating the
interrelationships between various forms of assessment.

Degrees of assessment formality help to explain the experience for students, which can be
stressful. Informal modes are usually more flexible, perhaps consisting of teachers’
observations of classroom behaviour, whereas formal measures have more structure and
are usually time-bound (NESA, 2020).

A further means of characterising assessment clearly indicates purpose: Assessment for

Learning (AfL) is similar to formative assessment, while Assessment of Learning (AoL) is
largely akin to summative (NESA, 2020; Vander Kleij et al., 2018). Assessment as Learning
(AaL) refers to self- or peer-assessment, and has been found to support academic
achievement (Panadero et al., 2016; Marsh, 2010). Accordingly, NESA guidelines state that
assessment is more effective when students “monitor their own learning and reflect on their
progress” (2017, p. 4).

Diagnostic assessment is an important foundational phase for teachers to seek information

about current student learning, prior to beginning their teaching. It can be formal or
informal, and “reminds teachers that they must start their instruction at the level the
students have reached” (Marsh, 2010, p. 315). Masters described it as essential to teaching
effectively (Masters, 2013).

Assessment is subject to controversy, including debate about the extent to which universal
standardised testing can provide accountability and measures of teaching quality (Vander
Kleij et al., 2018; Klenowski, 2011). In Australia, some have argued these forms of
assessment put undue pressure on students, teachers and schools, and have had an adverse
effect on curriculum and pedagogy (Vander Kleij et al., 2018; Marsh, 2010). While alignment
between curriculum, pedagogy and assessment is a shared common goal, pressure for
excessive compliance by teachers can impair “teacher agency and autonomy” (Vander Kleij
et al., 2018, p. 624).

Technology holds great promise for assessment (Barber & Hill, 2015) and though Australian
education is adjusting to online summative tests (such as online delivery of NAPLAN), the
real benefits of technology will be new ways of “assessing inquiry and problem-solving
2
skills” (Masters, 2013, p. 28). Obstacles to more application of technology include cost,
reliable infrastructure like broadband, and data security.

Assessment shares the challenges facing education generally; dramatically increased

expectations that have “transformed all aspects of contemporary education” (BOSTES, 2016,
p. 6). These are largely driven by globalisation and rapid technological change. Requisite
new skills, dubbed the new “global currency” (BOSTES, 2016, p. 6) are addressed in the
Australian Curriculum via General Capabilities that include: Critical and creative thinking;
Ethical understanding; ICT capability and Intercultural understanding. These skills are
“difficult to measure” (Marsh, 2010, p. 312), and call for different approaches to assessment
that may include “direct observations of complex situations… working collaboratively to
solve real problems… effective use of technology” (Masters, 2015). It’s clear some forms of
traditional assessment will need to adjust.

Analysis of a current assessment task: clarity and purpose

This in-class essay is the culmination of a research and fieldwork process that can be
described as inquiry-based learning (IBL), which is particularly well-suited to geographical
study (Spronken-Smith et al., 2008). The task workbook features a range of geography skills
and tools including; statistics, mapping, interviews, field observations and secondary
research. IBL strategies may be “crucial” to academic achievement for senior students
(Ayres et al., 2004, p. 163) but those activities are not assessed in this task. Allowing
students to demonstrate learning outcomes through process rather than product (the
essay) could have incorporated an element of differentiation into this assessment. The
workbook mirrors the “photo album” approach (in contrast to the “snapshot”), capturing a
range of activities over time, which can offer more effective assessment for a variety of
learners (Tomlinson & McTighe, 2006).

As a rehearsal of HSC conditions, this task is a form of Assessment for Learning. To enhance
this function, teachers could provide more descriptive feedback (Stiggins, 2002) such as
individual discussions or a report on exemplar responses with detailed critique. Additionally,
a process of student self-assessment would enhance the learning value of this task
(Weatherby-Fell, 2016; Stiggins, 2002), and incorporate inclusivity principles (NESA online,
2020).

Notwithstanding the AfL value, this assessment departs from recent reforms to discourage
schools from recreating HSC conditions for in-school assessments, which have “too often…
over-assessed” students (BOSTES, 2016, p. 15). In-school assessments offer “opportunities
3
for students to synthesise and manipulate information, and the skills to apply their
knowledge and use it creatively” (2016, p. 7). This task presents limited opportunities for
student creativity in demonstrating knowledge.

This task’s question format varies from the 2007 HSC in ways that may be problematic. The
in-class essay asks: “Analyse the impacts of at least ONE urban dynamic operating in a
suburb or country town” whereas the HSC read: “Critically analyse ONE urban dynamic of
change operating in a country town OR suburb.” This task omits the word ‘critically’ thereby
removing “a degree or level of accuracy depth, knowledge and understanding, logic,
questioning, reflection and quality” (NESA, 2020, definition of ‘critically’). This may have
constrained this tasks capacity to set High Expectations per the Quality Teaching
Framework, although the Instruction does call for “sustained, logical and cohesive” analysis.

The question omits the term “dynamic of change”, though it is present in the marking
criteria. Best practice suggests that marking criteria should not contain additional concepts
(Preston, 2005). This alteration may also reduce the capacity for deep geographical inquiry,
as change is a core concept to geography. Finally, the addition of the words “at least one”
(case study) to the task question could undermine clarity, since only one urban dynamic
case study has been prepared in the research and fieldwork.

Critique of task design, instructions to students and marking rubric/criteria

This task’s question uses the directional term ‘analyse’, closely linked to syllabus outcome
H3: “analyses contemporary urban dynamics and applies them in specific contexts”.
However, there are six other outcomes also nominated in the task notification, relating
primarily to the case study research and fieldwork. By contrast, the equivalent HSC question
nominates only four syllabus outcomes, including two that are not identified in this task:
H12 (“explains geographical patterns, processes and future trends through appropriate case
studies and illustrative examples” and H13 (“communicates complex geographical
information, ideas and issues effectively, using appropriate written and/or oral, cartographic
and graphic forms”). The omission of these two outcomes reduces the focus on higher order
thinking, noted above in relation to question design.

The choice of syllabus outcomes attributed to this assessment task is a limitation of its
validity, which has been defined as “whether we are measuring what we said we would
measure” (Kervin et al., 2016, p. 22). The ‘Outcomes Assessed’ includes H8 and H10, which
are specific to geographical inquiry and skills. However, the marking criteria asks students
only to “refer” to the case study, it does not measure their ability to undertake geographical
4
inquiry. This is an inconsistency between what this assessment seeks to measure and what it
will generate as a form of measurement.

The marking criteria for this task partly mirrors the HSC however, there are some variations.
For example, this task’s analysis begins at (at the low end) with “limited understanding” of
the urban dynamic, progressing to “identification” (for the three middle ranges), and then
“clear identification” (for the top range). This may limit the value of the feedback to
students. The HSC notes provide a more nuanced progression to this part of the assessment,
with discernible links to Blooms Taxonomy. Similarly, criteria on case study application
demonstrates little progression, with no difference between scores of 13 to 20. However,
the criteria on use of geographical information in this task is strong, with regular progression
from “limited reference” to “sustained, cohesive and logical” answers.

The ‘How to do the Task’ section focuses on product rather than process, which may limit
this task’s capacity to reward higher order thinking. Highly scored essays will need to build
complex conceptual links between research, fieldwork and analysis, in exam conditions. An
additional element to the notification could be a mind map scaffold, to help “identify
components and the relationship between them; draw out and relate implications” (NESA,
2020, definition of ‘analyse’). This would complement the IBL dimensions, encourage critical
thinking (Marsh, 2010) and reflect best practice in formative assessment (Hopfenbeck,
2018).

There is no evidence of accessibility elements within this task however it would be simple to
incorporate guidelines for disability adjustments. The process, activities and formats of this
assessment could be adjusted by: changing time available for the in-class essay; providing
technology to support reading and writing; amending the assessment to measure geography
skills and IBL activity; or, allowing variations to the essay format through an essay scaffold or
multimodal file.

There is little evidence of bias, although the urban consolidation in Chatswood, is likely to be
more familiar to students who live near the school, placing possible limits of Background
Knowledge (QTF) on those who have a long commute to their school.

Conclusion
The task reviewed in this report would provide a reasonable measure of analysis of urban
consolidation and application of a case study. However, it overlooks opportunities to assess
the rich IBL process of geographical inquiry on which it is based. It also overlooks reforms

5
that discourage HSC-style assessment in year 12. It presents some validity issues in relation
to its inclusion of change in the marking criteria but not the question, as well as specifying
syllabus outcomes that relate to aptitude in geographical skills and tools, but are not
assessed by marking criteria.

Depth of student learning outcomes may be affected by this task’s lesser focus on critical
thinking, in both the question design and the assessment’s exclusion of the outcomes of the
IBL activities. This task is an opportunity to provide students with constructive, descriptive
feedback to support their preparation for the HSC but to be valuable, it would likely need to
extend beyond the existing marking criteria.

Like pedagogy and curriculum, assessment is evolving to meet the changing needs of
education and new ideas about core skills and knowledge. The geography syllabus is well-
placed to respond to these changes, with existing competencies in close alignment with the
“global currency” including planning, organising, working in teams, using mathematical
ideas and techniques, using technology and solving problems (BOSTES, 1999, p. 11).

Assessment will remain dynamic, given prominent arguments that “many traditional
assessment distinctions… are unnecessary and unhelpful” (Masters, 2013, p. 7). However,
the principles of quality are likely remain constant because “effective assessments serve not
only as indicators of student understanding but as data sources enabling teachers to shape
their practice in ways that maximize the growth of the varied learners they teach”
(Tomlinson & McTighe, 2006, p. 82).

Word count: 2190 including intext citations.

6
Appendix 1: Assessment Task Reviewed in this Report
Source: Catholic School on the North Shore

Assessment Information and Notification

Student’s Name: __________________ ____________ Year: 12

Course: Geography Marks: 20

Topic: Urban Dynamics and Fieldwork Weighting: 25%

Due date: 9th June 2020

Assessment Task

• In-class essay, responding to the question below.

• As a guide, you should be writing approximately 1000 words
• You will have approx. 40 minutes in which to complete the essay

Instructions
As part of your study of urban dynamics, you will be investigating the process of urban
consolidation in the Chatswood/Willoughby area. During class, you will be completing
both primary and secondary research on the topic, recording the results of your
research in the fieldwork booklet provided.

Under test conditions in class on the 9th June, you will be expected to demonstrate your
understanding of the research by answering the set essay question below:

Analyse the impacts of at least ONE urban dynamic

operating in a suburb or country town.

In your answer you will be assessed on how well you:

 demonstrate geographical knowledge and understanding relevant to the
question
 communicate ideas and information using geographical terms and concepts
appropriately
 refer to case studies, illustrative examples and the Fieldwork Booklet
attached where appropriate
 present a sustained, logical and cohesive response

7
How to do the Task
Complete the fieldwork booklet on Urban Consolidation in
1
Chatswood/Willoughby.
Using the findings of your research, prepare an extended response that answers
2
the set question.
3 Use the rubric above to guide the writing of your prepared essay.
Read over your booklet/prepared essay and familiarize yourself with the
4
content before the exam.
5 Seek clarification on any aspect of the fieldwork of which you are unsure

Outcomes Assessed

A student:
H1 explains the changing nature, spatial patterns and interaction of ecosystems,
urban places and economic activity
H3 analyses contemporary urban dynamics and applies them in specific
contexts
H5 evaluates environmental management strategies in terms of ecological
sustainability
H6 evaluates the impacts of, and responses of people to, environmental change
H8 plans geographical inquiries to analyse and synthesise information from a
variety of sources
H9 evaluates geographical information and sources for usefulness, validity and
reliability
H10 applies maps, graphs and statistics, photographs and fieldwork to analyse
and integrate data in geographical contexts

8
Marking Criteria Marks
 Clearly identifies an urban dynamic of change in a country town or a
suburb
 Demonstrates deep knowledge and understanding of the urban dynamic 17 - 20
and its impact on the country town or suburb
 Draws out and understands the implications of this relationship
 Refers to relevant case studies, illustrative examples and the stimulus
booklet where appropriate
 Presents a sustained, logical and cohesive answer using appropriate
geographical information, ideas and issues
 Identifies an urban dynamic of change in a country town or a suburb
 Demonstrates knowledge and understanding of the urban dynamic and
its impact on the country town or suburb 13 - 16
 Outlines some implications of this relationship
 Refers to relevant case studies, illustrative examples and the stimulus
booklet where appropriate
 Presents a logical and cohesive answer using appropriate geographical
information, ideas and issues
 Identifies an urban dynamic of change in a country town or a suburb
 Demonstrates some understanding of the urban dynamic and its impact
on the country town or suburb 9 - 12
 May refer to the implications of this relationship
 Refers to relevant case studies/illustrative examples
 Presents a cohesive answer using appropriate geographical information
 Identifies an urban dynamic of change AND/OR identifies a country town
or a suburb 5-8
 Attempts to outline the relationship between the urban dynamic and the
country town or suburb
 May refer to case studies/illustrative examples
 Uses some geographical information
 Demonstrates limited understanding of urban dynamics of change
 Limited reference to geographical information 1-4

9
Urban Places Fieldwork

CHATSWOOD
Term 2, 2020

A case study of an urban dynamic (Urban

Consolidation) operating in a suburb (Chatswood) and
its impact on the:

• Nature and location of residential land, commercial development and

changing economic development
• Social structure and spatial patterns of advantage and disadvantage,
wealth and poverty, ethnicity
• Culture of place as expressed in the architecture, streetscape, heritage,
architecture, noise, colour, street life, energy, vitality
• Growth, development, future trends and ecological sustainability

10
Pre-Fieldwork Activities
• Review the section of your textbook dealing with urban consolidation (pp 171-
178) to ensure that you have a sound understanding of the relevant concepts and
the arguments for and against consolidation.

•
11
• Briefly summarise the history of Chatswood using the link below:
http://www.willoughbydhs.org.au/History/Suburbs/Suburbs-ChatswoodCBD.html

12
• Gather additional secondary data from the Internet, the NSW Department of
Urban and Regional Planning, Willoughby Council and any community based
interests groups with an interest in the issue of urban consolidation in
Chatswood. Synthesise the main issues raised in the material gathered. The
following websites may assist you:

Urban Consolidation
• https://www.be.unsw.edu.au/sites/default/files/upload/pdf/schools_an
d_engagement/resources/_notes/5A2_27.pdf (Chapter 2)

New South Wales Government Strategy to Urban Planning

• http://www.strategy.planning.nsw.gov.au/sydney/the-plan/
• http://www.nsw.gov.au/sites/default/files/regions/regional_action_plan
-northern-sydney_0.pdf
• http://www.legislation.nsw.gov.au/maintop/view/inforce/epi+679+201
2+cd+0+N

Change over time in Chatswood – Willoughby City Strategy

• file:///C:/Users/USER/Downloads/Housing%20Fact%20sheet.pdf
• file:///C:/Users/USER/Downloads/Housing[1]%20(1).pdf
• file:///C:/Users/USER/Downloads/Draft_Chatswood_City_Centre_Strateg
ic_Plan_Background_Report[1].pdf

• Current Growth
• https://www.mywealth.commbank.com.au/property/suburb-spotlight--
HYPERLINK "https://www.mywealth.commbank.com.au/property/suburb-
spotlight--chatswood--sydney-news20141203"chatswood HYPERLINK
"https://www.mywealth.commbank.com.au/property/suburb-spotlight--
chatswood--sydney-news20141203"--sydney-news20141203
• http://forecast.id.com.au/willoughby/drivers-of-population-change?
WebID=150
• http://forecast.id.com.au/willoughby/components-of-population-change?
WebID=150
• http://profile.id.com.au/willoughby/about
• http://www.westfield.com.au/chatswood/announcements/185
• http://www.insideretail.com.au/blog/2015/02/26/westfield-
chatswood-get-facelift/
• http://www.theconcourse.com.au/content/chatswood
• http://www.theconcourse.com.au/content/green-credentials
• http://www.chatswoodinterchange.com/

13
14
• Using the small-area data collected by the Australian Bureau of Statistics,
construct a profile of Chatswood. Include both demographic and socio-economic
data. Compare the profile developed with that of Australia as a whole. How
“typical’ is Chatswood? Is Chatswood an example of social advantage or
disadvantage? Justify your answer.

http://www.censusdata.abs.gov.au/census_services/getproduct/census/2011/q
uickstat/SSC10513?opendocument HYPERLINK
"http://www.censusdata.abs.gov.au/census_services/getproduct/census/2011/
quickstat/SSC10513?opendocument&navpos=220"& HYPERLINK
"http://www.censusdata.abs.gov.au/census_services/getproduct/census/2011/
quickstat/SSC10513?opendocument&navpos=220"navpos=220

• Provide a map showing the location of Chatswood.

15
• Describe the location of Chatswood.

16
• Brainstorm the range of factors that contribute to Chatswood’s ‘culture of place’.
The following website may assist you.
http://www.visitchatswood.com.au/history/chatswood/

17
Fieldwork Activities

Fieldwork Activity 1 – Observations / Photographic primary evidence

Area 1 – Established Residential - To the east of Archer St.

Complete the following from observations as we walk around this area:

Feature Observations
Predominant land use/
function
Type of housing

Age of housing

Density of housing

Recent changes evident

Value of housing

Other land uses - description

Other culture of place features

architecture, streetscape,
colour, energy etc

Photo/s

18
Area 2 – Mixed Zone - To the west of the Railway.

Complete the following from observations as we drive around this area:

Feature Observations
Predominant land use/
function
Type of housing

Age of housing

Density of housing

Recent changes evident

Value of housing

Other land uses - description

Other culture of place features

architecture, streetscape,
colour, energy etc

Photo/s

19
Area 3 – South of Archer St

Complete the following from observations as we drive around this area:

Feature Observations
Predominant land use/
function
Type of housing

Age of housing

Density of housing

Recent changes evident

Value of housing

Other land uses - description

Other culture of place features

architecture, streetscape,
colour, energy etc

Photo/s

20
Fieldwork Activity 2 – Detailed Land Use Survey

Section 1 – Victoria Avenue – East of Archer St

Section 2 – Victoria Avenue – West of Archer St to the Interchange

Section 3 –– Railway St – Between Victoria Avenue and the Highway

Section 4 – Johnston St – both sides

Instructions
• You are to survey and record on the Landuse Survey – Data Collection Base Map
the various landuses of the allocated areas.

• To do so you will use the Urban Landuse Key found on the map to record
observations on the appropriate place on the map.

• With the residential buildings please record the number of storeys in the
building and if possible the no. of units/ apartments in the building (HINT –
count the letter boxes)

Back in class we can complete a base map and colour code the land uses and identify
any patterns that become apparent.

21
Fieldwork Activity 3 – Evidence of Urban Consolidation
Type of Dwelling Photograph
Villa

Townhouse

Duplex

Dual-occupancy

Three-story “walk
up” apartment

Multi-unit high rise

22
 Fieldwork Activity 4 – Culture of Place

Chatswood Culture of place has changed since the urban consolidation process. Record
any observations of the culture of place.
Aspect (description of In Chatswood
aspect)
Architecture The style of buildings
and structure
and Heritage

Streetscape The features of the

street eg. Plants, street
width, bus stops, mall,
rotundas, cafes

Noise That noises you can

hear? Construction,
cups and plates
chinking, cars, trucks,
boats, busking
Colour The colours you can
see and are used.

Energy and Is it busy or laid back?

Vitality

Street Life What’s happening on

the streets? Work,
play, busking etc
Lifestyles The way people live in
the area.
residence, income,
clothing, leisure etc.

23
Fieldwork Activity 5 – Commercial – Retail
Chatswood Shopping Precinct

As you walk up Victoria Avenue,

Identify the character of the people you identify on the street. Note age, ethnicity, dress.

24
Fieldwork Activity 6 – Local Residents Perspectives

Interview some members of the local community. Find out:

• Whether they live and/or work here in Chatswood

• What they like about living/working here

• Are there any problems with living in Chatswood? What are the disadvantages?

• Do they support medium density and high density housing in the area being
studied?

25
Fieldwork Activity 7 – Interview with Real Estate Agent

• What is the demand for medium-density and high-density housing in

Chatswood?

• What is the price range for this type of residential development compared with
low-density, detached dwellings?

• Which demographic groups are attracted to this type of housing?

• What is the attitude of local council and residents to this type of residential
development?

26
Fieldwork Activity 8 – Interview with Local Government

• What is the council’s policy on urban consolidation? Does the council actively
promote or limit urban consolidation?

• Are there any State Government regulations that restrict the council’s autonomy
in matters dealing with urban consolidation?

• What is the attitude of local council and residents to this type of residential
development?

27
 When preparing your extended response, synthesize the findings of
your research under the following headings:

• Suburb: Chatswood
• Urban Dynamic: URBAN CONSOLIDATION

• Location:
• Absolute: (latitude and longitude)
• Relative: (statement of location and map)

• Evidence of Urban Consolidation (Nature and location of residential land)

• The results of Consolidation in Chatswood

• Social Structure
• Economic Character
• Culture of place

• Growth (past), development (present), future trends (future)

• Chatswood’s Ecological Sustainability (Benefit of Urban Consolidation)

By its very nature urban consolidation is seen as an ecologically sound urban
strategy as the same piece of land is used to house many people and it encourages
close proximity to peoples employment reducing the need for transport. Consider
also developments such as the concourse and transport in Chatswood.

28
Appendix 2: HSC Question on which assessment is based

29
30
REFERENCES

Australian Institute for Teaching and School Leadership. (2011). Australian Professional
Standards for Teachers. Retrieved from: https://www.aitsl.edu.au/teach/standards

Ayres, P., Sawyer, W. & Dinham, S. (2004) Effective Teaching in the Context of a Grade 12
High-Stakes External Examination in New South Wales, Australia. British Educational
Research Journal, 30(1), 141-165. Retrieved from:
https://www.jstor.org/stable/1502207

Black, P. & Wiliam, D. (1998) Assessment and Classroom Learning. Assessment in Education:
Principles, Policy & Practice, 5(1), 7-74. DOI: 10.1080/0969595980050102

Board of Studies New South Wales (1999). Geography: Stage 6 Syllabus. NSW Government.
Sydney, Australia.

Board of Studies New South Wales (2007). Geography 2007 HSC Exam Pack. NSW
Government. Sydney, Australia. Retrieved from:
https://www.educationstandards.nsw.edu.au/wps/portal/nesa/resource-finder/hsc-
exam-papers/2007/geography-2007-hsc-exam-pack

Board of Studies Teaching and Educational Standards NSW (2016). Stronger HSC Standards:
Blueprint. NSW Government. Sydney, Australia.

Hill, P. and M. Barber (2014). Preparing for a Renaissance in Assessment. Pearson. London.
Retrieved from: https://www.pearson.com/content/dam/one-dot-com/one-dot-
com/global/Files/about-pearson/innovation/open-
ideas/PreparingforaRenaissanceinAssessment.pdf

Hopfenbeck, T. (2018) Classroom assessment, pedagogy and learning – twenty years after
Black and Wiliam 1998, Assessment in Education: Principles, Policy & Practice, 25(6),
545-550, DOI: 10.1080/0969594X.2018.1553695

Kervin, L., Vialle, W., Howard, S., Herrington, J. & Okely, T. (2016). Research for educators
(2nd ed.). Melbourne, Australia: Cengage Learning Australia.

Klenowski, V. (2011). Assessment for learning in the accountability era: Queensland,

Australia. Studies in Educational Evaluation, 37, 78–83.
DOI:10.1016/j.stueduc.2011.03.003

31
Marsh, C. (2010). Assessment and Reporting. In Becoming a teacher: Knowledge, skills and
issues. Pearson Australia.

Masters, G. (2013). Reforming Educational Assessment: Imperatives, principles and

challenges. Australian Council for Educational Research. Camberwell VIC, Australia.

Masters, G. (2015). Learning assessments – designing the future. Teacher Magazine (online).
Retrieved from: https://www.teachermagazine.com.au/columnists/geoff-
masters/learning-assessments-designing-the-future

Matters, G. (2005). Designing assessment tasks for deep thinking. In Twelfth Annual
Conference of the Curriculum Corporation, Brisbane, Australia. Retrieved from:
http://www.curriculum.edu.au/verve/_resources/Matters_edited.pdf

NSW Department of Education. (2003). Quality teaching in NSW public schools: Discussion
paper (2003, May). Sydney, Australia: Professional Support and Curriculum
Directorate.

NSW Education Standards Authority (2017). Assessment and Reporting Geography Stage 6.
NSW Government. Sydney, Australia.

NSW Education Standards Authority (2020). Assessment (online). NSW Government. Sydney,
Australia. Retrieved from: https://educationstandards.nsw.edu.au/wps/
portal/nesa/11-12/Understanding-the-curriculum/assessment

Panadero, E., Jonsson, A., & Strijbos, J. W. (2016). Scaffolding self-regulated learning
through self-assessment and peer assessment: Guidelines for classroom
implementation. In D. Laveault & L. Allal (Eds.), Assessment for Learning: Meeting
the challenge of implementation.

Preston, C. (2005). Creating quality assessment tasks and marking guidelines. Culturescope,
78, 37-40. Retrieved from: https://search.informit.com.au/documentSummary
;dn=618535409311093;res=IELAPA

Spronken-Smith, R., Bullard, J., Ray, W., Roberts, C. & Keiffer, A. (2008) Where Might Sand
Dunes be on Mars? Engaging Students through Inquiry based Learning in Geography.
Journal of Geography in Higher Education, 32(1), 71-86. DOI:
10.1080/03098260701731520

32
Stiggins, R. J. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta
Kappan, 83(10), 758-765. Retrieved from: https://journals.sagepub.com/

Tomlinson, C. & McTighe, J. (2006). Considering Evidence of Learning in Diverse Classrooms.

In Integrating Differentiated Instruction & Understanding by Design: Connecting
Content and Kids. 59-82. Association for Supervision and Curriculum Development,
Alexandria VA, USA.

Van der Kleij, F., Cumming, J. & Looney, A. (2018) Policy expectations and support for
teacher formative assessment in Australian education reform. Assessment in
Education: Principles, Policy & Practice, 25(6), 620-637. DOI:
10.1080/0969594X.2017.1374924

Weatherby-Fell, N. (2015). Planning for pedagogy: A toolkit for the beginning teacher. In
Learning to Teach in the Secondary School (Ed. Weatherby-Fell, N.). Cambridge
University Press, Port Melbourne, Australia

Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37, 3–
14. DOI:10.1016/j.stueduc.2011.03.001

33