SID: 17877275

Liverpool Girls High School

Year 12: Assessment Task Course Name: Standard English

Assessment Task: 1
Area of Study: Common Module: Texts and Human Experience
Nature of Task: Multi-modal
Due Date: 28-10-2019
Presentation Time: 5 mins
Task B: To be handed in on the presentation day
Assessment Weighting: 20% Total Marks Allocated:
Outcomes to be Assessed
EN 12-1 independently responds to and composes complex texts for understanding,
interpretation, critical analysis, imaginative expression and pleasure

EN 12-3 analyses and uses language forms, features and structures of texts and justifies
their appropriateness for purpose, audience and context and explains effects on meaning

EN 12-5 thinks imaginatively, creatively, interpretively, analytically and discerningly to

respond to and compose texts that include considered and detailed information, ideas and
arguments

EN 12-6 investigates and explains the relationships between texts

EN 12-7 explains and evaluates the diverse ways texts can represent personal and public
worlds

Rationale
The common module develops in students an understanding of literary expression and
nurtures an appreciation of aesthetic values. It develops skills to enable students to
experiment with ideas and expression, to become innovative, active, independent learners, to
collaborate and to reflect on their learning.

Task Description

During this term you have studied the Common Module, Texts and Human Experiences
exploring and analysing texts that represent the individual and collective experiences and
associated emotions. In class you have gained insight into and reflected on the anomalies,
paradoxes and inconsistences in human behaviour and motivations.

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Multi-Modal Task

You must create a multi modal presentation which includes at least one mode other than

reading and writing such as listening, speaking, viewing and representing.

Part One: Representing 10%

You are to source your own related text that represents emotional human experiences.

Complete an annotation of your related text which explores the context, meaning, form and

purpose. You can choose any article, image, video, graphic or podcast, or anything else you

might find interesting.

Your annotation must be between 500-600 words and is to be submitted to your teacher on

the day of the task. You will be able to use this for Part Two of the task.

Part Two: Writing 10%

You must compose a response to the following question. (500 words)

 Critically analyse the ways your texts reveal the inconsistencies and or anomalies
and/or paradoxes in an emotional human experiences/behaviour and/or motivation.

In your response, you must refer to your set text AND ONE related text of your own
choosing.

Notes on your annotation:

You may choose to set out your annotation like the example below OR in a series of

paragraphs, explaining the connection to the module, Texts and Human Experience. If you

choose a film as your related text to represent the human experience, you MUST provide 3-4

screenshots from the film and annotate these. Similarly, a novel will require you to provide 2-

3 extracts with annotations no more than 500 words.

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A Five Step Approach for Student Independent Analysis

Step 1

 Identify examples of human experiences in the text. Consider individual or collective

experiences, the emotions associated with these experiences, motivations and
behaviours, paradoxes, inconsistencies and anomalies.

Step 2

 Analyse these examples of human experiences by choosing three to four interesting

examples. Explore each example by creating notes.
 These notes should identify the main ideas about human experiences for each
example. Consider what ideas about human experiences are being presented in the
text. Also, does the text affirm or challenge your assumptions and beliefs about
aspects of human experience and the world? Finally, consider the ways that this text
has deepened your understanding of human experiences.

Step 3

 How are human experiences represented in the text? Consider structure, language and
any other textual features. For each language feature identify examples and
EXPLAIN/EVALUATE the effect.
 Focus on how the composer uses medium and form and how these affect the
representation of human experiences.

Step 4

 Describe your experience through engagement with this text. What did you learn from
the characters or people in your text? How has the composer shaped your experience?

Step 5

 How has context influenced the choice of experiences and how they are represented in
the text?
 What and where was the text composed? What were the social/political circumstances
of this context? What do you know about the composer’s personal context?

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 How does an understanding of context help you to understand the views about human
experiences and the way these views are presented in the text?

Example – You CANNOT use this in your assessment.

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Marking Criteria

Marks Criteria
 Demonstrates a sophisticated understanding of the keys ideas of the module as
they are represented in two texts.
 Clearly articulates how ideas are represented with reference to a wide range of
17-20 detailed examples of written and visual (when relevant) language forms and
features across two texts.
 Composes a sophisticated response with skilful control of expression and a range
of highly effective and appropriate language forms and features.

 Demonstrates a well-developed understanding of key ideas of the module as

they are represented in the two texts
 Explains how ideas are represented with reference to a range of detailed
13-16 examples of written and visual (when relevant) language form and features
across the two texts.
 Composes an effective response with skilful control of expression and a range of
appropriate language forms and features.

 Demonstrates a sound understanding of key ideas of the module as they are

represented in the selected texts.
9-12  Explains how ideas are represented with reference to multiple examples of
written and visual (when relevant) language forms and features in the texts.
 Composes a response with sound control of expression and some language forms
and features.

 Attempts to describe at least one aspect of the module in one or both of the texts.
5-8  Attempts to describe a link between aspects of language and their intended
meaning in at least one text.
 Attempts to compose a response with some control of expression. Use of
language forms and/or features is simplistic.

 Makes little or no attempt to describe relevant aspects of the module and/or

1-4 texts.
 Possibly describes general and/or simplistic aspects of texts.
 Demonstrates limited control of expression. Significant issues with clarity.
Extremely brief.

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Critical Discussion

Assessments according to Edutopia are ‘an integral part of learning, as it determines whether

or not the goals of education are being met’. A critical aspect of the learning process is

getting students to demonstrate their understanding of the subject matter thus helping

educators evaluate whether educational goals and standards of the lesson are being met

(Edutopuia). Assessments are a critical piece of the learning process. Department of

Education and Training in Through Growth to Achievement (2018), states that ‘assessment is

a key component of learning because it helps students learn’. Assessment and feedback

providing needs to provide insight into a student’s learning growth and learning

achievements. According to Boud (2010) assessment is a central feature of teaching and the

curriculum. It powerfully frames how students learn and what students achieve.

As teachers, it is important to monitor students’ performance and progress in order to

successfully educate them. For example, students who are more advanced, monitoring their

rate of progress and attainment ensures adequately challenging learning targets are being set,

rather than assuming year level achievement standards are sufficient. Students who are less

advanced, providing feedback on learning attainment can provide encouragement to improve

while acknowledging that moving to their peers may require a sustained higher rate of

improvement over many years.

Assessment design is an important aspect of unit design, this ensures that formal and informal

assessments reveal students’ progress towards intended learning goals (Understanding

Assessment Design). Within the assessment aspect, students are expected to know,

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understand, do and become or the development of knowledge and understanding, capabilities

and skills and attitudes, motivations and dispositions. Understanding Assessment Design,

states that the ‘most common way to uncover and monitor growth in knowledge and

understanding involves asking students to say or write something to make their thinking

visible’. Teachers need to monitor students learning and the best way to understand the

knowledge the students have gained, is through assessments. Selecting an appropriate

assessment method is important however, the design of the specific task is even more

important. Having a good assessment design is at the core heart of assessments. By having a

good design, it improves the learning experience and ensures achieving better learning

outcomes. By having a good design, the assessment experience becomes ‘inspiring and

motivating for both students and staff’(Sambell). Sambell states that ‘good assessments create

a good educational experience, set out high expectations, foster appropriate study behaviours

and stimulate students’ inquisitiveness, motivation and interest for learning’ hence the

assessment design needs to be appropriate. Choosing the right assessment design is crucial

because ‘assessments should appear relevant and authentic and wherever possible allow

students to draw on their personal experience and to exercise choice with regards to topics,

format and timing of assessment (Sambell).

High stakes assessments like HSC can cause anxiety and test the ability of young people to

cope with stress whilst testing their knowledge and skills. Davidson and Andrews (2013)

state that ‘major school assessments like the HSC are classes as high stake assessments’

meaning that the result of these exams have a ‘major consequence for the student’. How

students perform in year 12 determines whether they gain an entry into university or the

career path they might be able to choose thus putting a lot at stake for students. The

academic pressure that students feel ‘when they perceive the level of expectation or

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consequence exceeds what they believe they can achieve’ leads to ‘stress and altered learning

behaviours’ (Davidson & Andrews). Even the smartest students perform poorly due to this

(Davidson & Andrews).

Research undertaken by The Conversation of 722 students, has found 42% of students

registered high level anxiety symptoms. This percentage is high enough to be of clinical

concern. Some students tend to perform less favourably under pressure. High School

Certificate assessment questions the reliability of the HSC because of the amount of pressure

students are put under.

Another important aspect of assessment is providing feedback, meaningful feedback that the

student can walk away with and benefit from. According to Hattie (1999), ‘feedback is an

important part of the assessment process. It has a significant effect on student learning and

has been described as the powerful single moderator that enhances achievement’. As

teachers, it is vital to identify and reward specific qualities in student work. Feedback needs

to provide guidance for students on what steps to take in order to improve, motivate them to

act on their assessment and develop their capability to monitor, evaluate and regulate their

own learning (Nicol, 2010). As teachers to benefit student learning, the feedback provided

needs to be constructive. By highlighting the strengths and weakness, it provides the student

encouragement to critically reflect on their work and think about how to improve their work.

This also helps promote a healthy communicative relationship between the student and the

teacher. The feedback must be given in a timely manner, meaning it is better to provide

feedback while the assessed work is still fresh in the student’s mind (Pather).

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Another important component of providing feedback that is meaningful. Pather states that it

‘should target individual needs, be linked to specific criteria, and be received by a student in

time to benefit subsequent work’. The entire purpose of providing feedback is for the student

to benefit from it and to be able to use it for subsequent assessments. Nicol, states that how

students analyse, discuss and act on feedback is as important as the quality of the feedback

itself. Feedback, according to Pather is ‘valuable when it is received, understood and acted

on’. Students, through the interactions they have with feedback, understand how to develop

their learning.

In the English KLA, assessments need to be developed to ‘better monitor and serve their

students in the learning progress’ (Tosuncouglu, 2018). Tosuncouglu, furthers states that new

forms of assessments concentrate on measuring student knowledge to use language

spontaneously. Anil &Acar et., state that the ‘more authentic variety of assessments, like

projects, performance, concept maps, self-assessment, peer assessment, observation,

portfolio, drama, diagnostic tree, journals, posters, instructors and student interviews have

become more common in the classroom changing with technology from the traditional offset

of assessments to a more bolder approach.

Good assessments benefits both students and the staff. Assessments that are well designed

can ‘encourage active learning especially when the assessment delivery is innovative and

engaging’ (Cowan). Skills like reflection, self-awareness and critical thinking can be fostered

due to peer and self-assessment. Giving students opportunities to use technology to do their

assessment can also help develop new skills in students for e.g giving the students the options

of using media forms (prezi, powerpoint etc) can assist in enhancing their understanding of

technology as well as with acquiring new skills.

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References
Assessment & feedback. (n.d.). Retrieved from https://www.vu.edu.au/learning-

teaching/learning-teaching-development/learning-teaching-approaches/assessment-feedback.

Boud, D & Associates 2010, Assessment 2020: Seven propositions for assessment reform in

higher education

Cowan, J. (2005) In: Designing assessment to enhance student

learning. http://www.heacademy.ac.uk/assets/ps/documents/practice_guides/practice_gu

ides/ps0069_designing_assessment_to_improve_physical_sciences_learning_march_200

9.pdf

Davidson A. & Andrews., F. G.(2013) High Stake Assessment Outcomes for Students.

Retrieved from http://theconversation.com/study-confirms-hsc-exams-source-of-major-stress-

to-adolescents-46812

Designing Assessment tasks. (0AD). Retrieved from

http://www.flinders.edu.au/teaching/teaching-strategies/assessment/tasks.cfm

Department of Education and Training. (2018). Through growth to achievement: report of the

review to achieve educational excellence in Australian schools. Canberra, ACT.

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Hattie, J. (1999). Influences on student learning: August 2, 1999. Auckland: Univertsity of

Auckland.

Nicol, D. (2010). From monologue to dialogue: improving written feedback processes in

mass higher education. Assessment and Evaluation in Higher Education 35(5), 501–517.

Pather, N. (n.d.). Importance of feedback in assessment. Retrieved from

https://www.futurelearn.com/courses/educational-design/0/steps/26436.

Pearson. (2008, July 15). Why Is Assessment Important? Retrieved from

https://www.edutopia.org/assessment-guide-importance

Rationale. (n.d.). Retrieved from https://educationstandards.nsw.edu.au/wps/portal/nesa/11-

12/stage-6-learning-areas/stage-6-english/english-advanced-2017/rationale.

Sambell, K. (n.d.). Assessment design. Retrieved from

https://www.jisc.ac.uk/guides/transforming-assessment-and-feedback/assessment-design

Understand assessment design. (0AD). Retrieved from

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/

eitunderstand.aspx

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