SCHOOL-DEVELOPED LEARNING AND ASSESSMENT PLAN

Stage 1 Research Practices

School Open Access College Teacher(s) TCozens, CPacker, PCondous

Other schools using this plan

Enrolment Code Program

SACE
Year No. of Credits Variant Code
School Code Stage Subject Code
(10 or 20) (A–W)

2 2 7 2020 1 R P P 10 A

Endorsed by principal or delegate (signature) Date

School use only

Approved Not approved

__________________________________________________________ _______________________________
Signature of principal or delegate Date

Addendum
Please only use this section for any changes made after the learning and assessment plan has been approved.

Changes made to the learning and assessment plan

Describe any changes made to the learning and assessment plan to support students to be successful in meeting the
requirements of the subject. In your description, please explain:

Endorsement of changes
The changes made to the learning and assessment plan support student achievement of the performance standards and retain
alignment with the subject outline.
Signature of principal or delegate Date

Page 1 of 4 Stage 1 Research Practices school-developed learning and assessment plan form
Ref: A509900 (created March 2016)
© SACE Board of South Australia 2015
 Stage 1 Research Practices
Assessment Overview
Complete the table below to show details of the planned tasks. Use numbers to show where students will have the opportunity to provide evidence for each of the
specific features for all assessment design criteria.
Assessme Assessment Design Assessment conditions
nt Type Criteria
Details of assessment (e.g. task type, word length, time
and
Weighting K D A allocated, supervision)

Assessme Online Quiz on Quantitative and Qualitative Methods

nt Type 1: Exploring Research Approaches – Research Methods
Folio Students complete an online quiz covering their understanding of: the Multiple choice and short
purpose of research; research methods; the principles of qualitative, 1, 2 answer online quiz.
Weighting quantitative, primary and secondary research. There will be a mixture of
70% multiple choice and short answer questions.

Part 1:Creation and use of a Research Instrument Part 1: A research instrument

Exploring Research Skills – Development that may include, but is not
Students present 1 research instrument that have been created for the limited to: survey, interview,
purpose of researching their chosen topic. observation, experiment,
practical application (as
These instruments are to be designed and implemented by students who appropriate to their research
will use them to gain insight into their topic. area).
Students conduct the research using these instruments, applying their 1, 2 1
skills in the area. Student application of skills will
be assessed through the
creation and use of the research
instrument. Students will submit
their research instrument and
findings (up to 2 pages)

Synthesis of sources 1,2 1 Up to 800 word report with

Exploring Research Skills – Synthesis bibliography that provides a
Students use the primary or secondary research they have conducted to create a report on discussion of the main findings
the key findings. Students will synthesise the interpretation and analysis of the data from 2 perspectives.

Page 2 of 4 Stage 1 Research Practices school-developed learning and assessment plan

Ref: A509900 (created March 2016)
© SACE Board of South Australia 2015
 Assessme Assessment Design Assessment conditions
nt Type Details of assessment Criteria (e.g. task type, word length, time
and K D A allocated, supervision)
Weighting presented in their research methods to produce a resolution to their research question.
The Report will include footnotes/ intext referencing and a bibliography.

Analysis of a Research Instrument (Part 2) 500 word multimodal, oral or

Exploring Research Skills – Development written analysis that reflects
Students analyse one of the research instruments they have produced. critically on the research
They consider the usefulness of the instrument, the purpose of the instrument produced.
instrument, the limitations of the instrument and the appropriateness of the 1,2 Students indicate their
instrument for the student’s research question. understanding of the research
The students comment on specific features of the text which may or may instrument and the
Assessme not include specific reference to question types, language, formatting, limitations/appropriateness for
nt Type 2: accessibility etc. their research question.
Sources
Analysis Analysis of Sources
Exploring Research Skills – Development

Weighting Students compile between 2 – 4 sources from a variety of locations, Students annotate the sources
30% including the internet, print media and visual texts (i.e. YouTube and (up to 500 words in total)
advertising), which concern their topic, drawing upon both qualitative and providing a variety of short
quantitative resources. summations referring to the
1, 2 usefulness and limitations of
Students collate these sources annotating the purpose, audience, each source.
usefulness and limitations of the use of source.
These annotations can include commentary on what the source is, where
it was found, who the intended audience is, why the source may have
been produced, how effective it is as a source, bias, reliability, currency,
validity etc.

Page 3 of 4 Stage 1 Research Practices school-developed learning and assessment plan

Ref: A509900 (created March 2016)
© SACE Board of South Australia 2015
Four or five assessments. Please refer to the Stage 1 Research Practices subject outline.

Page 4 of 4 Stage 1 Research Practices school-developed learning and assessment plan

Ref: A509900 (created March 2016)
© SACE Board of South Australia 2015