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Camron Lane Assignment 1 ETP201 s247590

Part A: Assessment of students work

Kakadu National Park
Student name: ______________________ Date: ____________________
A B C D E Effort
Explain geographical processes that influence the characteristics of places
and explain how places are perceived and valued differently

Explain interconnections within environments and between people and

Locate relevant information from a range of primary and secondary
sources to answer inquiry questions

Represent data and the location in a range of appropriate graphic forms,
including maps at different scales
Locate, retrieve or generate information using search facilities and
organise information in meaningful ways
When creating and editing texts to create specific effects, the student
takes into account intended purposes and the needs and interests of
Demonstrate an understanding of grammar, select vocabulary for effect
and use accurate spelling and punctuation

Final grade/mark

Teacher Notes:
Overall a good effort when researching and gathering information. The content is relevant and interesting and
provides a thorough overview of Kakadu. You have demonstrated your knowledge and understanding of resource
management through your own ideas for the park and have thought about the positives and negatives of the
management. The bibliography well laid out, please note that WIKI is not a credible source as discussed in class.
Some of your PowerPoint could have been spread over a few pages to break up the writing as there was a lot to take
in on a few sides. I feel that you brushed over the history and could have elaborated more on the Aboriginal aspects
of this area and their history. When self-editing, please choose your words carefully and make sure that you look for
the green and red underlines to assist you with the spelling and grammar of your assignment. There are far too
many mistakes and format errors. All titles of slides must have capitals for main words, also capitals for places e.g.
Kakadu National Park. Your history and landscape pages are really eye catching due to the effective use of pictures,
well done. In the future, I am more than happy to look at drafts of assignments with you or you could self-appraise
your assignment using your marking criteria sheet.

Areas of strength Areas of weakness
Student demonstrated:
Effective research skills
Interpretation of information
Communication of ideas in own words
Inclusion of visual aids
Effective use of bibliography
Effective use of ICT
Choice of presentation medium
Appropriate progression of slides

Student could improve on:
Self-editing (grammar, spelling, punctuation,
particularly capitalisation of titles and places)
Elaborating on the History slide
Distribution of visual aids throughout slides
Weighting of slides (Pictures vs text)
Using a wider range of sources (primary and
secondary, books, maps, posters, videos)
Consistency of formatting (e.g use of dot points)

Camron Lane Assignment 1 ETP201 s247590

The following five-point scale is used to report student achievement (Queensland Government Department of
Education, 2013):
A Evidence in a students work typically demonstrates a very high level of knowledge and understanding of the
content (facts, concepts, and procedures), and application of skills
B Evidence in a students work typically demonstrates a high level of knowledge and understanding of the content
(facts, concepts, and procedures), and application of skills.
C Evidence in a students work typically demonstrates a sound level of knowledge and understanding of the content
(facts, concepts, and procedures), and application of skills.
D Evidence in a students work typically demonstrates a limited level of knowledge and understanding of the content
(facts, concepts and procedures), and application of skills.
E Evidence in a students work typically demonstrates a very limited level of knowledge and understanding of the
content (facts, concepts and procedures), and application of skills.
N: Insufficient evidence to make a judgment.
Report on effort: Excellent, Very good, Satisfactory, Needs attention, Unacceptable.

Teaching and learning implications:
To further assist students, the teacher will need to allow time for students to self-edit their work before submission
which will reduce the impact of simple grammar and spelling mistakes. Students would be able to use the marking
criteria as a checklist as well as some other formatting and basic criteria to ensure their work is of a high standard.
This would allow students to have a feeling of ownership over their assignment (Brady & Kennedy, 2009). As a
teacher I would implement using peer-assessments. Peer-assessing is an effecting tool to allow students to critically
analyse and appraise the work of someone else. This will also help to show students that assessment is an ongoing
process and is not just at the end of submission. Peer assessment gives students a wide range of feedback and will
allow them to improve their final product and accept feedback, developing their interpersonal skills (Brady &
Kennedy, 2009).

Part B: Reflection
The assessing of the students task was created and marked against the Australian Curriculum achievement standards
(ACARA, n.d.). The year 8 assignment would come under the Geography unit 1, Landforms and landscapes and
include geography inquiry skills, communication. In particularly, The ways of protecting significant landscapes
(ACHGK052) and Present findings, arguments and ideas in a range of communication forms selected to suit a
particular audience and purpose, using geographical terminology and digital technologies as appropriate
(ACHGS061). The assessment has included cross curriculum areas to demonstrate key understandings from
English and ICT achievement standards which enables the students to use a variety of skills and engage.

After assessing this students assignment it is noted that as a teacher you need to ensure that the assessment is relevant
to the task and that the student understands the content. The Australian Curriculum achievement standards are very
helpful when creating tasks and assessments relevant to the level of the student. It is hard to assess a student on their
work without seeing what they have been taught during the unit, the assessment task given or an understanding of the
students previous level and standard. However, not knowing the student would take out bias of assessment and would
Camron Lane Assignment 1 ETP201 s247590
allow for fair assessment over the whole class. This means that the assessment would be purely based on the final
submission and not on prior knowledge of achievement and effort during the unit.
To be a successful measure of the students ability, the assessment needs to be both reliable and valid for every
student. Reliable assessment means that it needs to be consistent. To be reliable and consistent it doesnt matter when,
where and how the assessment was taken or who marks it (Brady & Kennedy, 2009). The reliability of the assessment
can be improved by having multiple assessment tasks along the way e.g. peer assessment and self-appraisals and
editing. To have a valid assessment the criteria needs to match and reflect the knowledge, skills and content being
taught and assessed. The assessment tasks need to be linked to the curriculum to be valid. (Brady & Kennedy, 2009).
The rating scale (Queensland Government Department of Education, 2013) allows for teachers to mark a students
work to a degree that they have achieved. This can include a numeral scale (1-5) or verbal (poor, good, very good,
satisfactory). These are known as qualitative scales. This scale allows for teachers to assess the process and product of
the learning and knowledge.
Questions for assessing:
How can I make my assessments fair during my placement?
What type of assessment is suited to the units I will be teaching? E.g. authentic, traditional, alternative, criterion-
based, performance-based

Brady, L., & Kennedy, K. (2009). Celebrating Student Achievement:assessment and reporting (3rd ed.). Pearson
Education Australia.
Queensland Government Department of Education, T. a. (2013, November 21). P12 curriculum, assessment and
reporting framework. Retrieved April 12, 2014, from Education Queensland: