CENTRAL QUEENSLAND UNIVERSITY

Assessment Task 2
Assessment and Reporting in Secondary
Schools EDSE14004
Stephanie Brocklehurst

Student Number: S0257771

Unit Coordinator: Joanne Dargusch

Extension Number: 9596

Table of Contents
Design of Task ............................................................................................................................. 2
Marking Criteria and Standards Rubric .......................................................................................... 6
Validity...................................................................................................................................... 10
Marking and Moderation............................................................................................................. 12
Full response to the final task and annotated response ................................................................... 12
Student Response ....................................................................................................................... 20
Marked Criteria .......................................................................................................................... 25
Cognitive Commentary ............................................................................................................... 28
Moderation and Reporting........................................................................................................... 29
Reporting to Parents ................................................................................................................... 30
Reference List ............................................................................................................................ 31
Appendix ................................................................................................................................... 32
Weekly Activity Responses ......................................................................................................... 34

1
 Design of Task

XXXX STATE HIGH SCHOOL

Task Sheet
Year 9 History
World War I

Exam Date: XX.XX.XX

Year 9 History

Miss Brocklehurst

Student Name:
_________________________________

Task:

1. Complete the following short answer response questions within the 25 minute
timeframe. Draw upon prior knowledge, topics, ideas and concepts learnt throughout
this term to answer multiple choice based questions, provide definitions to terms and
engage within short answer responses. You will be required to participate in straight-
forward knowledge based questions that focus on WWI.

2. In the final 45 minutes of the exam, construct one response to the question provided.
You must analyse and organise historical information and sources to reinforce your
response and directly outline Australias involvement in World War I and the impact on
society. You must select from one of the questions provided and make use of primary
and secondary sources provided. Sources provided will focus on:

Causes of World War I and reasons to enlist

Women on the home front
Propaganda
Conscription

Aim: To test students ability to form historical knowledge through critical inquiry, as well as
demonstrate their ability to incorporate primary and secondary sources that reinforce
statements made.

2
Criteria Assessed:

1. Historical knowledge and understanding

2. Historical questioning, researching and
inquiry
3. Analysing and interrupting various sources
4. Explanation and communication

Directions:

For multiple-choice questions circle the correct response next to the alternative that
best answers the questions provided.
Use space provided to answer short response questions. The spaces provide guidance
for the expected length of response required.
The standards document will be used to assess your historical knowledge and
understanding across varied multiple choice questions, short answer responses and a
response to stimulus test.

3
 Writing a Response to Stimulus
To construct a good written response to questions you must have 3 parts: a beginning,
middle and an end!

Beginning:

The first paragraph of your response should introduce your main idea or position in regards to the
selected question. The topic sentence should clearly demonstrate the point you intend to elaborate on
to convey your answer. You may choose to restate your question to assist with this process.

Middle:

The second paragraph begins to provide the reader with information, examples (eg. primary or
secondary sources) and specific details that support the main idea or position introduced in paragraph
one. The middle of your extended written response should show in detail your knowledge and
understanding of the selected topic. When implementing information required to support this
argument you should aim for approximately 3 body paragraphs to ensure that all aspects are covered
in detail.

Ending:

The final paragraph of your extended written response should sum up your main idea or position. It
should restate your topic sentence, only this time with greater feeling and information.

Now it is your turn to try!

Refer to these steps as you select and answer one of the questions below.

Step 1 Read and select your question carefully. Take a moment to think about the one that you
know the most about. What exactly does the question ask of you? Be sure you understand the question
completely before you begin to write.

Step 2 Select your main idea or position for your response. This is where you might choose to
simply restate and expand on the question provided. Your topic sentence will be constructed and
introduced and any additional information will be utilised to help explain selected topic here. This
process will form the first paragraph of your extended written response.

Step 3 Plan how you can fully explain the ideas or position that you have chosen for this extended
written response. What details, information or sources will you use to support your ideas? You must
choose the most convincing details and examples to add here. Construct cohesive sentences that
present your ideas in an efficient manner to the reader. Structure each paragraph in order of
importance. This will be the structure to follow across the 3 body paragraphs.

Step 4 Finalise your response with a sentence that revisits your main points or position whilst
restating your topic sentence. It is now time to review what you have written. Does your response
completely answer the question chosen? Is there any additional information that you could
incorporate to benefit your extended written response? Proof read what you have learnt; adjust

4
grammar, spelling and punctuation when required. Make sure the reader can understand your writing,
keep it neat and tidy.

5
Marking Criteria and Standards Rubric
(The following marking criteria and assessment task have been taken and modified from my Professional Practice 3 school)

Task-specific valued features

A B C D E
Demonstrate Demonstrates an Demonstrates a Demonstrates Demonstrates Demonstrates
knowledge and extensive thorough satisfactory some limited
understanding of understanding of understanding of understanding understanding understanding
key terms, historical knowledge historical of historical of historical of historical
Historical knowledge and understanding

definitions, maps learnt throughout this knowledge learnt knowledge knowledge knowledge
and World War I unit. throughout this learnt learnt learnt
information. unit. throughout this throughout this throughout this
Understanding and skills

unit. unit. unit.

10-11 marks
7.5-9.5 marks 4.5-7 marks
2.5-4 marks 1-2 marks
Describes the key Comprehensively Explains the Describes the Partially States
events of World explains the causes causes and effects causes and describes the information
War 1. Australian and effects of World of World War I, effects of World causes and about the
experience in War I, Australias Australias War I and the effects of World Australian
World War I and experience in the war involvement in impact on War I and the experiences in
the impact of and the events that the war and the Australian impact on World War I
World War I on followed whilst events that society. Australian with reference
Australian making discerning followed whilst society. to key events.
society. judgements about making judgments
their importance. about their
 importance.

Identifies and Systematically and Effectively Interprets and Identifies and Identifies
organises purposefully interprets, organises selects information
information from interprets, processes, processes, information information from sources
primary and analyses and analyses and from a range of from a small connected to
secondary sources organises information organises primary and range of the World War
Questioning and

used as evidence from an extensive information from secondary primary and I inquiry
researching

to answer inquiry range of primary and a range of primary sources and secondary questions
questions. secondary sources and secondary uses sources used to provided.
and uses information sources and uses information to answer World
Historical skills

discerningly as information as answer World War I inquiry

evidence to evidence to War I inquiry questions
effectively answer answer World questions provided.
World War I inquiry War I inquiry provided.
questions provided. questions
provided.

Analyses, Perceptively Effectively Evaluates war Interprets war Identifies some

Analysing and

evaluates and evaluates primary evaluates primary related sources related sources different
interpreting

draws conclusions and secondary war and secondary to: to identify interpretations
about information related sources to: war related analyse origins different points in war related
from historical analyse origins and sources to: and purpose of view, and sources.
sources to answer purpose analyse origins draw their origins and
inquiry questions. purposes.

7
 draw conclusions and purpose conclusions
about their draw conclusions about their
usefulness about their usefulness
including usefulness compare
reliability and including different
relevance reliability and points of
identify and relevance view.
analyse different identify and
perspectives. analyse
different
perspectives.
Examine a range Construct a Construct an Examine World Select primary Uses minimal
of primary and discerning examination of War I primary and secondary primary and
secondary sources examination of World War I and secondary sources that secondary
to compare World War I primary primary and sources to relate to World sources that
various points of and secondary secondary sources compare points War I that relate to World
view and develop sources that utilise to compare of view and contain War I that do
their own various points of different points of interpretations differences in not demonstrate
interpretations of view to compare, view and develop of the past. points of view differences in
the past. analyse and justify interpretations of and develop points of view
information and the past. minimal or develop
develop interpretations interpretations
interpretations of the of the past. of the past.
past.
Accurately Accurate and detailed Detailed Sequences Partial Fragmented
Communicating

sequence events sequencing of key sequencing of events of World sequencing of sequencing of

of World War I events of World War events of World War I, World War I World War I
and identify the I, Australias War, Australias Australias events, events,
developments of experience and experience and experience and Australias Australias
war within a developments within developments developments experience and experience and
chronological a chronological within a within a developments developments

8
frame work that framework, with chronological chronological within a and statements
explains periods explanation of period framework, with framework, chronological about periods of
of time and their of time and their description of with reference framework, and time and their
duration whilst duration. periods of time to periods of identification of duration.
incorporating and their duration. time and their periods of time
relevant historical Incorporates a duration. and their
terms and discerning use of duration.
concepts of war. relevant historical Incorporates an Incorporate use Incorporates use
terms, concepts and informed use of of historical of historical
referenced relevant historical terms and terms,
information terms and concepts.
identified in sources. concepts.

9
Validity

Wynne Harlen (2006) identifies that assessment is typically separated into two main
purposes, that of helping students understand what they have learnt and summarising
information required. Valid assessment must look like the curriculum, reflect the skills and
strategies of the specific learning area and ideally encourage students to demonstrate the
breath, depth and range of their individual abilities (QSA, 2012). As authentic assessment is
divided into four key sections: performance, situated, problem-based and competence based
(Brady & Kennedy, 2012), educators are required to design tasks that capture the quality of a
students work. Wiener and Cohen in Brady and Kennedy (2012) suggest that many of the
greatest benefits of valid authentic assessment include tasks that: focus on higher order
thinking skills, focus on progress rather than weaknesses, a genuine relationship between the
task and the learning required and a direct incorporation of knowledge to demonstrate
understanding. The constructed short response and response to stimulus assessment item
draws upon two key aspects, that of multiple choice testing and an extended response.
Multiple choice testing formats are utilised as they assess students on their ability to recall
knowledge and demonstrate comprehension whilst covering a broad range of content that
allows the educator to quickly and objectively mark. An extended response or response to
stimulus provides the opportunity for students to build upon exposition and persuasion skills
whilst organising, integrating and communicating individual ideas, grammar and vocabulary
(Brady & Kennedy, 2012). As formative assessment tools such as the revision sheet and
PEEL paragraph structure provided in assessment task 1 are drawn upon, educators are able
to assist students with identifying key areas to target and providing sufficient exposure and
practice to the work in preparation for their summative assessment. The formative assessment
tasks are then utilised in conjunction with other assessment strategies to provide an accurate
description of student achievement. Brady and Kennedy (2012) identify that formal testings
such as multiple choice and response to stimulus can be a valid and effective form of teacher
devised assessment if a number of criteria are met, these include assessing clearly defined
and intended learning outcomes, ensuring that test items are congruent with set learning
outcomes, ensuring results provide meaningful and relevant student information, particularly
strengths and weaknesses, and provide learners with access to quick feedback. If the above
assessment criteria are met through multiple choice and response to stimulus assessment, it
becomes a valid, fair and effective way of testing student knowledge and understanding. The

10
assessment item utilised for this unit ultimately is affective because it clearly specifies the
requirements, incorporates items that do not provide clues as to the correct responses and
matches the difficulty level of items in regards to the desired learning outcomes.
Furthermore, the short response and response to stimulus exam is considered fair as it
involves direct considerations of timing, complexity, student reliance on reading ability and
the potential to reflect ones individual subjective view of topics and concepts (Educational
Testing Services, 2003). Some of the guidelines identified by Brady and Kennedy (2012)
were then taken into consideration when constructing this task, specifically the multiple
choice section, these include: varying the position of the correct answer, incorporating maps
and applying terminology that students are able to understand. Short answer response
questions are greatly beneficial to student learning as they reduce the likelihood of guessing
and using a closed question ensures that responses are predictable and create easily assessable
answers (Brady & Kennedy, 2012), extended responses are also utilised to assess
sophisticated learning outcomes of students and their abilities to analyse, synthesise and
evaluate sources provided. In addition, I have personally ensured that I have endeavoured to
relate topics to outcomes by drawing upon the year 9 standards elaborations and existing
criteria to establish a greater task specific marking criteria and standards rubric that is clear,
accurate and relevant and ultimately forms the basis of the short response and response to
stimulus year 9 History exam.

11
 Marking and Moderation
Full response to the final task and annotated response

PART A
Multiple Choice 3 marks ( mark each)

Circle the word or phrase which completes the sentence.

1. What event started the beginning of World War I?

A. Murder of German President in Berlin

B. Murder of Austria's heir in Sarajevo
C. Territorial rivalry
D. The revolution of Russia with Lenin

2. All of these were major battles of WWI except.

Discuss
A. Battle of the Somme
B. Battle of the Verdun
C. Battle of Antietam
D. Battle of Fromelles

3. The battle of Verdun began in which year?

A. 1914
B. 1915
C. 1916
D. 1917

4. Which of the following countries first declared war?

A. Austria-Hungary
B. France
C. America
D. Serbia

5. World War One is also commonly referred to as

Discuss
A. The War of Verdun
B. The American Revolutionary War
C. The Cold War
D. The War to End all Wars

6. The area between war trenches in WWI was commonly known as?
A. The Dead zone
B. The safe zone
C. No man's land
D. The dumping ground

/3
12
PART B

Term for a definition 2 marks (1/2 mark each)

Beneath each of the following statements identify the correct term for the definition provided.

1. Compulsory enrolment of persons especially for military service _________________________

2. War from inside trenches, enemies would try killing each other with machine guns, tanks, and
poison gas

_________________________

3. German submarines; a new weapon of the war _________________________

4. Mutual defensive treaty; one of the MAIN causes of WWI _________________________

/2
PART C
Map Work 3 marks (1/2 mark each)

Using the map provided below, provide the name of the areas involved in World War I with each
corresponding number.

13
PART D
Terms and definitions 3 marks (1 mark each)

Select three of the following terms provided and construct a definition for each. Make sure that you
write the term chosen with the definition.

Convoy system

Eastern Front

Home front

Propaganda

Shell Shock

ANZAC

Comradeship

Dardanelles

Nationalism

14
1. ___________________________________________________________________________
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2. ___________________________________________________________________________
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___________________________________________________________________________

3. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

/3

15
PART E

Answer ONE of the following questions on the test paper below. Your response should be
approximately 80 words in length.

1. Identify and explain one key event of World War I, discuss the causes and effects of the
selected event.

2. Explain Australias involvement and experience in World War I.

3. Outline the events that followed World War I and their impact on Australia society.

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16
PART F
Response to Stimulus Material

- You must selection one of the sections provided. Read through each of the seen and
unseen sources in each section and answer the question provided in relation to the topic
chosen. Provide your response on the paper provided.

Question - Discuss and explain the impact of World War I, with a particular emphasis on
Australia (such as the use of propaganda to influence the civilian population, the changing role
of women, the conscription debate).

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17
 The withdrawal of about half a million men most of whom had
been in the workforce did not, however, result in their direct
Sources replacement by women. Womens contribution to the
workforce rose from 24 per cent of the total in 1914 to 37 per
cent in 1918, but the increase tended to be in what were
already traditional areas of womens work - in the clothing and
footwear, food and printing sectors. There was some increase
also in the clerical, shop assistant and teaching areas. Unions
were unwilling to let women join the workforce in greater
numbers in traditional male areas as they feared that this would
lower wages.

There was sustained British pressure on the Australian

Government to ensure that its divisions were not depleted: in
1916 it was argued that Australia needed to provide
reinforcements of 5500 men per month to maintain its forces
overseas at operational level. With advertising campaigns not
achieving recruiting targets, Prime Minister William Hughes
decided to ask the people in a referendum if they would agree to
a proposal requiring men undergoing compulsory training to
serve overseas.

The issue stimulated bitter and divisive argument within

Australian society. Divisions, some based on fault lines already
present in the new Federation, arose in political parties, between
labour and employers and often ran along religious lines.

18
Recruitment propaganda perhaps achieved success because it amplified the original reasons for Australians
wanting to be involved in the war. It can be concluded that Australian propaganda posters utilised six
different aspects to appeal to men to enlist. These included:

Appealing to their patriotism by summoning people to 'rally around the flag' and reminding them of their duty
to the Empire and the British

Utilising a gender approach which made men feel they needed to enlist to prove their sporting aptitude,
courage and masculinity.

Inviting peers and family to place pressure and shame on men for not applying in order to make them feel
ashamed and cowardly.

Encouraging a spirit of adventure and a desire to see the world by using a recruitment poster which places
emphasis on a physical, sport-like side of war.

Self-interest, including a chance to have a secure job which was relatively well paid.

Exaggerating the hatred and fear of the Germans by allowing people to think that they might attack their
friends and families.

Of course I am aware that things will not be quite as good as if I was there, but if
you all work harmoniously together I am sure that will rub along in a sort of a
fashion. Who had the pluck to take my class at Sunday School? and how is
everything? Have any of my lady acquaintances been anxiously enquiring for the
date of my return? And have you been pestered with wires from the Room. If you
get any letters now you can send them on to "Boreena". Be sure to tell me all the
news when you write, especially anything concerning any of my lady
acquaintances in GL. You can understand that I'm very anxious about their
welfare, and it is just possible that some fair damsel is fretting her life away cos 19
I'm not near her.
 Student Response

PART A
Multiple Choice 3 marks ( mark each)

Circle the word or phrase which completes the sentence.

7. What event started the beginning of World War I?

A. Murder of German President in Berlin

B. Murder of Austria's heir in Sarajevo
C. Territorial rivalry
D. The revolution of Russia with Lenin

8. All of these were major battles of WWI except.

Discuss
A. Battle of the Somme
B. Battle of the Verdun
C. Battle of Antietam
D. Battle of Fromelles

9. The battle of Verdun began in which year?

A. 1914
B. 1915
C. 1916
D. 1917

10. Which of the following countries first declared war?

A. Austria-Hungary
B. France
C. America
D. Serbia

11. World War One is also commonly referred to as

Discuss
A. The War of Verdun
B. The American Revolutionary War
C. The Cold War
D. The War to End all Wars

12. The area between war trenches in WWI was commonly known as?
A. The Dead zone
B. The safe zone
C. No man's land
D. The dumping ground

20

2/3
PART B
Term for a definition 2 marks (1/2 mark each)

Beneath each of the following statements identify the correct term for the definition provided.

5. Compulsory enrolment of persons especially for military service - Conscription

6. War from inside trenches, enemies would try killing each other with machine guns, tanks, and
poison gas Trench Warfare

7. German submarines; a new weapon of the war Zeppelin

8. Mutual defensive treaty; one of the MAIN causes of WWI - Central Powers

1/2
PART C
Map Work 3 marks (1/2 mark each)

Using the map provided below, provide the name of the areas involved in World War I with each
corresponding number.

3/3
21
PART D
Terms and definitions 3 marks (1 mark each)

Select three of the following terms provided and construct a definition for each. Make sure that you
write the term chosen with the definition.

Convoy system

Eastern Front

Home front

Propaganda

Shell Shock

ANZAC

Comradeship

Dardanelles

Nationalism

22
 Home front The home front was known as the area in which one lived and worked. In World War
One, men and women were sent from their homes or the home front of Australia to fight for freedom
and mend the wounded.

ANZAC - A solider who fought in the Australia and New Zealand Army Corps.

Shell Shock The type of post-traumatic stress disorder suffered by many soldiers involved in World
War I.

3/3
PART E

Answer ONE of the following questions on the test paper below. Your response should be
approximately 80 words in length.

4. Identify and explain one key event of World War I, discuss the causes and effects of the
selected event.

5. Explain Australias involvement and experience in World War I.

6. Outline the events that followed World War I and their impact on Australia society.
PART F

Response to Stimulus Material

- You must selection one of the sections provided. Read through each of the seen and
unseen sources in each section and answer the question provided in relation to the topic
chosen. Provide your response on the paper provided.

24
Marked Criteria

Task-specific valued features

A B C D E
Demonstrate Demonstrates an Demonstrates a Demonstrates Demonstrates some Demonstrates limited
knowledge and extensive understanding thorough understanding satisfactory understanding of understanding of
understanding of key of historical knowledge of historical knowledge understanding of historical knowledge historical knowledge
Historical knowledge and understanding

terms, definitions, learnt throughout this learnt throughout this historical knowledge learnt throughout this learnt throughout this
maps and World War I unit. unit. learnt throughout this unit. unit.
information. unit.

10-11 marks 7.5-9.5 marks 4.5-7 marks 2.5-4 marks 1-2 marks
Understanding and skills

Describes the key Comprehensively Explains the causes and Describes the causes Partially describes the States information
events of World War 1. explains the causes and effects of World War I, and effects of World causes and effects of about the Australian
Australian experience effects of World War I, Australias involvement War I and the impact World War I and the experiences in World
in World War I and the Australias experience in the war and the on Australian society. impact on Australian War I with reference to
impact of World War I in the war and the events that followed. society. key events.
on Australian society. events that followed
whilst making
discerning judgements
about their importance.

Identifies and Systematically and Effectively interprets, Interprets and organises Identifies and selects Identifies information
Questioning and
Historical skills

organises information purposefully interprets, processes, analyses and information from a information from a from sources connected
researching

from primary and processes, analyses and organises information range of primary and small range of primary to the World War I
secondary sources used organises information from a range of primary secondary sources and and secondary sources inquiry questions
as evidence to answer from an extensive range and secondary sources uses information to used to answer World provided.
inquiry questions. of primary and and uses information as answer World War I War I inquiry questions
secondary sources and evidence to answer inquiry questions provided.
 uses information World War I inquiry provided.
discerningly as questions provided.
evidence to effectively
answer World War I
inquiry questions
provided.
Analyses, evaluates Perceptively evaluates Effectively evaluates Evaluates war related Interprets war related Identifies some
and draws conclusions primary and secondary primary and secondary sources to: sources to identify different interpretations
about information from war related sources to: war related sources to: compare different different points of in war related sources.
historical sources to identify and identify and points of view. view, and their origins
answer inquiry analyse different analyse different and purposes.
questions. perspectives. perspectives.
Analysing and
interpreting

Examine a range of Construct a discerning Construct an Examine World War I Select primary and Uses minimal primary
primary and secondary examination of World examination of World primary and secondary secondary sources that and secondary sources
sources to compare War I primary and War I primary and sources to compare relate to World War I that relate to World
various points of view secondary sources that secondary sources to points of view and that contain differences War I that do not
and develop their own utilise various points of compare different interpretations of the in points of view and demonstrate differences
interpretations of the view to compare, points of view and past. develop minimal in points of view or
past. analyse and justify develop interpretations interpretations of the develop interpretations
information and of the past. past. of the past.
develop interpretations
of the past.
Accurately sequence Accurate and detailed Detailed sequencing of Sequences events of Partial sequencing of Fragmented sequencing
events of World War I sequencing of key events of World War, World War I, World War I events, of World War I events,
and identify the events of World War I, Australias experience Australias experience Australias experience Australias experience
Communicating

developments of war Australias experience and developments and developments and developments and developments and
within a chronological and developments within a chronological within a chronological within a chronological statements about
frame work that within a chronological framework, with framework, with framework, and periods of time and
explains periods of framework, with description of periods reference to periods of identification of periods their duration.
time and their duration explanation of period of of time and their time and their duration. of time and their
whilst incorporating time and their duration. duration. duration.
relevant historical
terms and concepts of Incorporates a Incorporates an Incorporates use of
Incorporate use of

26
war. discerning use of informed use of historical terms and historical terms.
relevant historical relevant historical terms concepts.
terms, concepts and and concepts.
referenced information
identified in sources.

27
Cognitive Commentary

Judgement:

I have graded the work of this student as a B.

Strengths:

Throughout the short response and response to stimulus exam this student has
demonstrated a thorough understanding of historical knowledge, explains the causes and
effects of WWI, Australias involvement in the war and the events that followed whilst
effectively interpreting, analysing and organising information from a number of sources to
answer inquiry questions provided. The student has correctly selected and described to some
extent the impact of these events on the people of Australian society. The student has then
utilised and incorporated an informed use of relevant historical terms and concepts to identify
the developments of war.

Areas for improvement:

In order to achieve an overall higher grade the student would be required to

demonstrate an extensive understanding of historical knowledge. The student would then be
required to expand on the explanations provided for the causes and effects of WWI, with a
direct focus on Australias experience and the events that followed whilst making discerning
judgements about their importance. To move from a B grade to an A the student must then
systematically and purposefully identify and organise information from an extensive range of
primary and secondary sources and utilise selected sources to effectively answer WWI
inquiry questions provided whilst comparing, analysing and justifying information with an in
depth explanation of set periods of time and their duration.

Summary statement of overall judgement:

Overall, the student has presented a well-structured and informative response to

stimulus, with an informed use of relevant historical terms and concepts. The student has
demonstrated a thorough understanding of historical knowledge learnt throughout the unit of
study, the causes and effects of WWI and Australias involvement in the war. However, to
achieve a higher grade the student could have elaborated on sources used, various points of
view, interpretations of the past and historical terms and concepts. The ideas and argument
presented by this student were thoroughly thought out and prior knowledge was recalled to
correctly provide in depth responses to questions provided.

Moderation and Reporting

Charles Sturt University (2017) states that moderation is a process for checking and
reviewing our assessment processes to ensure the quality of our learning and teaching. The
task, accompanying marking criteria and standards rubrics are drawn upon and utilised
throughout the moderation process. Ideally, the moderation process begins when teachers
share their understandings of curriculum requirements, their set marking rubrics and
expectations of student learning experiences that represent student achievements against the
standards. Ultimately, the process of moderation is essential as teachers reconsider the
knowledge, thinking process and skills required in order to successfully complete set tasks
that align with the expectations and standards provided. Teachers consider and determine the
effectiveness of the culminating task to identify, confirm or adjust their judgments made on
student work. Through moderation, teachers also identify the strengths and weaknesses of
student learning, make adjustments when necessary and plan for future learning opportunities
and experiences (The Literacy and Numeracy Secretariat, 2007). When participating in
collaborative moderation, teachers are able to ensure that their judgement of a students work
in regards to the standards are consistent, fair, valid and clear not only for students but also
the school and parents. (Department for Education & Child Development, 2016). The
utilisation and implementation of moderation throughout the culminating task has provided
judgments about professional practice that remained the same. I drew upon all aspects of the
criteria when awarding this student with a set level of achievement, this process ensured that
any bias was removed and the student was awarded with feedback and results that were fair,
succinct and appropriate to the task. Feedback from my peers then reiterated this process as
they could see the direct links made between teacher annotations and the aligning task
criteria. Furthermore, collaborative discussions outlined the need to identify gaps in
knowledge, outline evidence that align with the standards and modifications that could occur
in the future to increase student achievement levels.

29
Reporting to Parents
Reporting is the process of providing quality information about student achievements
that satisfy the information requirements of students and their parents/caregivers (Brady &
Kennedy, 2012). Ideally reporting to parents involves constructive feedback and discussions
of student progress based on results achieved through culminating tasks, feedback and
grades.

In this particular instance, the selected culminating task is utilised to demonstrate and
provide information based on ones ability to comprehensively interpret tasks requirements,
draw upon prior knowledge and implement understandings where appropriate. Assessment
results inform reporting to parents in parent teacher interviews as they outline student
strengths and weakness, areas for concern and improvements that must be made in regards to
meeting set subject specific learning experiences (Brady & Kennedy, 2012).

Feedback is then incorporated to inform reporting to parents and caregivers as it

ultimately provides students with clear guidance on how to improve their overall results in a
set subject. Specifically for this task, students and parents are provided with feedback that
can assist with expansions of student confidence and enthusiasm for learning that then aids in
student retention (Ministry of Education, n.d.).

In addition, grades are utilised to inform reporting to parents as they describe to what
extent a student has been able to meet and achieve the learning objectives/goals set at the
beginning of the unit. Furthermore, grades are drawn upon to reflect the students
performance, the knowledge, understanding and skills learnt and how students are able to
apply said skills to reinforce their ability to achieve content-specific learning goals outlined
in the accompanying marking criteria (Kokemuller, 2017).

30
Reference List
Brady, L. & Kennedy, K. (2012). Assessment and Reporting: Celebrating Student Achievement
(4th ed.). Melbourne, Australia: Pearson Australia.

Charles Sturt University. (2017). Moderation. Retrieved from

http://www.csu.edu.au/division/student-learning/home/assessment-and-
moderation/assessment-and-moderation-resources/what-is-moderation

Department for Education & Child Development. (2016). Moderation Matters: A guide to leading
collaborative moderation in schools. Retrieved from
http://dlb.sa.edu.au/ctmoodle/pluginfile.php/3316/mod_resource/content/1/moderationmatters
.pdf

Educational Testing Service. (2003). Linking Classroom Assessment with Student Learning. Retrieved
from
https://www.ets.org/Media/Tests/TOEFL_Institutional_Testing_Program/ELLM2002.pdf

Harlen, W. (2006) On the Relationship Between for Assessment Formative and Summative Purposes.
In Gardner, J. (ed), Assessment and Learning. London, UK: Sage Publications, Ltd

Kokemuller, N. (2017). Purpose of Grades in School. Retrieved from

http://oureverydaylife.com/purpose-grades-school-4973.html

Ministry of Education. (n.d.). Effective Feedback. Retrieved from

http://assessment.tki.org.nz/Assessment-in-the-classroom/Assessment-for-learning-in-
practice/Effective-feedback

Qld Studies Authority (QSA). (2012, Nov 27). Designing Good Assessment [Video file]. Retrieved
from https://www.youtube.com/watch?v=TibnESb7xbM

The Literacy and Numeracy Secretariat. (2007). Collaborative Assessment of Student Work. Retrieved
from
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/Teacher_Moderation.pdf

31
Appendix
The following criteria has been taken directly from QCAA and implement by my PP3 school prior to modification for this task.
33
 Weekly Activity Responses
Name: Date you Link to recording Group Marks out of 5
posted members allocated (filled
in by marker)

Weekly 2/5/2017 n/a n/a /

activity 7

Weekly 5/5/2017 n/a n/a /

activity 8

Weekly 20/5/2017 n/a n/a /

activity 9

Weekly - n/a n/a /

activity 10

Week 12 3/6/2017 https://www.dropbox.com/sh/ztim5kgvqsaa85a/AAAwjsGBO- Simon /3

Moderation 4wEaegtEt46rrha?dl=0 Mayne &
conversation Tennielle
Crossett
35