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Task scenario
Emily is a 16-year-old high-school student who comes from a low-socioeconomic
family with a single parent. She is currently preparing herself for the HSC that will
taking place next year. She is also a competitive oz-tag player and plays for the
high-school representative team. Due to her busy lifestyle, she does not have
much spare time to cook for herself. Emily has been diagnosed with an iron-
deficiency by her general practitioner. Her doctor fears that if untreated, may
develop into anemia. Her diet is also low in calcium, which her doctor believes may
increase her chances of developing arthritis at an early age.
Task instructions:
Assessment details
Part 1: Multi-modal presentation sales pitch (20 marks)
In regard to Emily and your proposed product, you are asked to explain the main
steps involved in the food product development process that a company needs to
complete in order to successfully develop a new product. Create a multi-modal
presentation using at least 3 different mediums (e.g. voiceovers, video footage,
online presentation tools etc.). The video should be approximately 5-10 minutes
long. Marks will not be deducted for going over or under time within one minute.
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You are to create a video that would be suitable to send to a potential investor in
your product. Upload your video to YouTube privately and submit your link via e-
mail to your teacher.
1. Potential ideas
- Create a product which suitably addresses the design brief.
- Describe your product briefly.
- Explain why the products is appropriate for addressing the design
brief
2. Market research
- Explain the research on the target market that you would need to
conduct before product specifications are developed
3. Product Specifications
- Describe and justify the specifications of your potential product
4. Feasibility assessment
- Describe and evaluate strengths and weaknesses of potential
studies on the feasibility of your new product that could be carried
out during product development
5. Production process development
- Explain any modifications that may need to be made to the facilities
in which production of your new product will take place.
6. Prototype development
- Identify and describe potential issues you may face during the
prototype development phase
7. Prototype testing
- Identify and justify necessary tests that would need to be
completed for effective prototype evaluation
Context
Contextual statement:
For the purposes of the Food Technology Stage 6 Syllabus, food technology refers
to knowledge and activities that relate to meeting food needs and wants. The
provision and consumption of food are significant activities of human endeavour,
with vast resources being expended across domestic, commercial and industrial
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settings. Food issues have a constant relevance to life. This concept underpins the
subject and is reflected throughout the Preliminary and HSC courses.
Task rationale
Contextual statement:
Food Technology Stage 6 aims to develop an understanding about food systems
and skills that enable students to make informed decisions and carry out
responsible actions. Students will also develop an appreciation of the importance
of food to the wellbeing of the individual and to the social and economic future of
Australia.
Outcomes to be assessed
Outcome Description
H1.3 Justifies processes of food product development and
manufacture in terms of market, technological and
environmental considerations.
H4.1 Develops, prepares and presents food using product
development processes.
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Scaffold
Sample Scaffold
• Students will learn about the ALARM principle to gain proficiency in higher order
thinking.
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• Students will learn about NESA keywords which are to be used in their
assessment tasks
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Evaluation
Evaluate the importance of assessment and approaches to feedback and assessment
design that will inform your practice in your teaching area.
1500 words
An overview of assessment
Utilising assessment in education is an effective method for collecting, analysing
and interpreting important data regarding teaching and learning. This information
can serve as a major contributor to the decision-making process focused on
maximising student success and achieving curricular outcomes (William, 2013). It
provides a clearer insight on the degree of success achieved from learning, as well
facilitating proper clarification of teacher’s expectations of their students. The
assessment process is comprised of four core elements
- Measuring improvements over a period of time
- Increasing student’s motivation to engage in studies
- Critical evaluation of teaching delivery
- Measuring the ability of each student at a point in time, relevant to their
peers
Assessment inside the classroom can facilitate improved student learning and
teacher instruction by providing guidance and a more accurate insight into:
- Determining whether teaching instruction, lessons and units are relevant
and suitable to students
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Cole & Chan (1987) stress the high potential for human inaccuracy involved in
teacher’s own perception of their ability to make judgements about the capability of
students in their classrooms. They loosely categorise this type of teacher as a
‘self-reliant assessor’ (pp. 295). Cole & Chan (1987) also highlight that educators
commonly avoid actively seeking to implement assessment and assessment
related strategies due to an unprecedented, philosophical high-ground. This in turn
leads to these particular teachers over-estimating their capacity to adequately
select optimal teaching practices, rather than utilising the vast amount of widely
accepted and established assessment strategies such as summative and
formative assessment. These strategies have been frequently shown to act as an
efficient diagnostic tool for gathering information and serving as guidance for
evaluative practices relevant to teaching and learning.
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Limitations of assessment
Despite assessment being widely accepted as an important tool for educators, it
still comes with limitations. A primary concern embedded in the nature of
assessment is student preference. Some students will always experience low
levels of comfort and confidence when given certain types of assessment tasks
(Carter & Bathmaker, 2016). This can result in some students having a
predisposed negative mindset prior to even attempting the assessment task, which
can consequently affect academic performance (Zhang, Kuusisto & Tirri, 2017).
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For instance, research conducted by Poon Teng Fatt (2000) suggests that
students who consider themselves as auditory learners will gravitate towards and
prefer to engage in orally based assessment tasks, whereas visual learners will
prefer tasks such as creating diagrams or videos, and kinesthetic learners being
most comfortable with hands-on, practical activities.
Another limitation which should be addressed is the high potential for reduced
accuracy and effectiveness when it is applied on a large scale, such as NAPLAN
in Australia. These systems can often be driven monetary and reputation
pressures and demands, especially struggling schools who are under immense
pressure to improve NAPLAN scores (Gable & Lingard, 2013). Thompson (2013)
suggests that this result driven culture is overly focused on improving test results
and has strayed away from authentic, genuine learning experience, as maximising
test scores has become the primary concern for many educators. Assessment in
the classroom has been criticised for being integrated without teachers having
genuine understanding and appreciation of its original purpose and value.
Therefore, the question must be asked, how can educators effectively proceed
with their teaching instruction, which satisfies the needs of all parties involved? It is
an arduous task which requires careful monitoring and intelligent planning to
balance authentic learning with attaining curricular outcomes, especially as each
individual involved will place a different level of priority on maximising test scores
versus prioritising genuine learning experiences.
Conclusion
Intelligent use of assessment and assessment related strategies can be an
effective tool for improving educational outcomes and learning experiences.
Assessment can serve as an efficient diagnostic tool for both students regarding
their own learning, as well as serving as a measurable point for teachers which
they can reflect on to improve their teaching practices. Assessment serves a
valuable purpose in allowing for critical evaluation of teaching and learning which
has a clearly defined goal and explicit aims, and thus, teachers who wish to
improve their own teaching and maximise their students potential and desire to
learn should consider utilising assessment in their classrooms.
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References
Boston, C. (2002). The Concept of Formative Assessment. ERIC Digest. Retrieved
from https://eric.ed.gov/?id=ED470206
Carter, R., & Nunan, D. (2001). The Cambridge guide to teaching English to
speakers of other languages. Cambridge, England: Cambridge University
Press.
Gable, A., & Lingard, B. (2013). NAPLAN and the performance regime in
Australian Schooling: A review of the policy context [E-book]. The University of
Queensland. Retrieved from
https://espace.library.uq.edu.au/data/UQ_314964/naplan_and_the_performan
ce_regime.pdf?Expires=1557399063&Signature=YYSW4hjD0jjmGH8aQzQ0b
TkMQaNxguvcEWlI67YKcw0JO5uFRg133jO8Na1yedvmpr0FD0btTes0zQAM
6o5~1UNuHcmCQQom2doHZmue-
8GuwjEc7MgtMsKB9ykiV7JUEBXWh5C25QP262yplR2xs2Wx44UpyTZoEYx
EoZzP-YTKXU0zowgKkhtXe-
23g30wsGTbAjIKLMm91bdYkUlAoqn5ACls9MqXDAqeExxWRg8o-
2dYwqbW~3lKmampcLy3mAw~7Jb~6c4ncLNOsM0m32hybDe-
n5JBt46uM~BK3Z1-R~lpWYY18G84TUlw-8jRXr9T~4jJVlgOB2Hs4X-
dCg__&Key-Pair-Id=APKAJKNBJ4MJBJNC6NLQ
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Zhang, J., Kuusisto, E., & Tirri, K. (2017). How Teachers’ and Students’ Mindsets
in Learning Have Been Studied: Research Findings on Mindset and Academic
Achievement. Psychology, 08(09), 1363-1377. doi: 10.4236/psych.2017.89089
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