.

Assessment Task 1
Assessing Student Learning and Reflection
Year 8 Female PowerPoint presentation
Assessment should facilitate learning; refer to explicit criteria; identify achievements; cover all
the curriculum; encourage a variety of learning outcomes; involve teacher judgement, selfassessment and a range of strategies; provide opportunities for students to negotiate required
tasks and work together; allow a number of opportunities for students to meet requirements;
and be sensitive to background factors (culture, gender, language, disability and socioeconomic
status). (Brady & Kennedy, Summary; 2 Principles of assessment for Learning, 2009).
The year 8 Female PowerPoint presentation was and is a geography assignment. Upon searching
for foundation to year ten structural representation within south Australia (Authority, Foundation
to Year 10, 2013) there was the link to the Australian Curriculum Website (The Department of
Education and Child Development). The Geography curriculum is based on two strands of
learning these are Geographical Knowledge and Understanding, and Geographical Inquiry and
Skills (Curriculum, 2015).
The year 8 General Capabilities of Geography as recorded in the Australian Curriculum are as
follows;
-Literacy
-Numeracy
-Information and communication technology (ICT) competence
-Critical and creative thinking
-Ethical behaviour
-Personal and social competence
-Intercultural understanding (Authority, 2012)

Using these two strands and the general capabilities of geography I will be assessing the year 8
female PowerPoint presentation. This is a formative assessment such in the use of constructivist
educators as described by Brady and Kennedy. People believe children are able to construct
their own knowledge in meaningful ways. According to this view, children make meaning of the
world around them and they do so in deliberate and purposeful ways. This meaning making
process might not always be consistent with the requirements of nationally developed
curriculum statements and profiles but it is personal and responsive to the external
environment. (Brady & Kennedy, Personal fulfilment and satisfaction, 2009). In context I will
only look at the relevant areas within each strand that are accurately represented after analysing
the learned information through the PowerPoint task. In year 8 these sub strands have been
branched off into key Units.
These units are for Unit 1; Geographical knowledge and understanding,
a, Landforms and Landscapes.
Unit 2: Geographical inquiry and skills.
For Geographical Inquiry and skills, Unit 1:
a, Observing Questioning and Planning,
b, Collecting, recording, Evaluating and representing and,
c, communicating.
Note; Numerical grading is only for teacher reference.

Student Strengths:
Strand Geographical Knowledge and Understanding.
Sub-strand a, Landforms and Landscapes.

Shanahan, B S269009 Unit ETP 425

field notes, schemes, sketch maps, designs- all of these are not only graphics to display but
also creative acts that demand our active participation. That is, they are ways of shaping out
own geographies, our ways of producing, internalising, communicating and criticizing knowledge,
and our ways of expressing ourselves in our own words. (Lois, 2013)
The different types of landscapes and their distinctive landform features (ACHGK048)
area
Using spatial reasoning
mark
The
.5/5
4/10
different
types of
landscap
es and
their
different
landform
features
-Student uses basic map of Kakadu, Student uses small paragraph to loosely
peruse through geographical features.
4.5/10 total

Integrating into a discipline-specific course a component of sustainability begins when an

educator asks a simple question: In the coming decades, as humanity faces unprecedented
challenges in terms of resources and climate change, what can my discipline or area of research
contribute toward a better understanding of these issues? (Bartels & Parker, 2011).
The ways of protecting significant landscapes (ACHGK052)
Area

Numeracy

Inquiry and
critical
thinking
3/5

Sustainabilit
y

The
2/5
2/5
ways of
protectin
g
significa
nt
landscap
es
-There seems to be no logical special reasoned format to the analysis of whether the houses in
the park will be burnt down.
-There seems to be good basic critical thinking constructed on assumed knowledge.
-The sustainability of these practices is not researched.
4.5/10 total

Student Strengths
Strand: Geographical Inquiry and Skills
Sub-strand: a, Observing Questioning and Planning.

Develop geographically significant questions and plan an inquiry using appropriate

Shanahan, B S269009 Unit ETP 425

geographical methodologies and concepts (ACHGS055)

Area

Composing texts
through writing and
creating

Inquiring
identifying, exploring
and organising
information and ideas

mark

Develop
geographically
significant
questions

2/5

3.5/5

5.5/10

-Composing texts to geographical significant questions through writing and creating emerging.
-Inquiring, identifying and exploring geographically significant questions within protection
framework includes considerable thought.

Plan an inquiry
using appropriate
geographical
methodologies

3/5

2.5/5

5.5/10

-Written aspects of presentation starting to be evident in base knowledge.

-Organisational aspects of presentation lacking in most areas, areas identified as most
important are emerging.

total

5.5/10

Sub-strand: b, collecting, recording, evaluating and representing

Collect, select and record relevant geographical data and information, using ethical protocols,
from appropriate primary and secondary sources (ACHGS056)
Area

Comprehendi
ng texts
through
listening,
reading and
viewing

Recognising
and using
patterns
and
relationship
s

Collect
select
and
record

6/10

6/10

Inquiring
identifying,
exploring
and
organising
information
and ideas
4/10

Shanahan, B S269009 Unit ETP 425

Understandin
g ethical
concepts and
issues

Reasoning
and
decision
making in
actions

Mark

4/10

5/10

5/10

geo info
-Text analysis seems to be formative and based on perceived knowledge, however a good use
of collation in both written and visual formats
-Patterns and relationships are not related to correct information so the argument seems to be
missing accurate data, except in the case of tourism.
-organisation of geological information is emerging.
-Understanding Ethical concepts about collecting information is emerging, i.e. pictures of
animals.
-Reasons for making decisions in collation of information is on track, management of park.
Using
2/10
2/10
3/10
2/10
3/10
3.4/10
primary
and
secondar
y
resource
s
-Comprehension of sources formative and not yet complete in analysing relevant data
signatures.
-Relationships of sources to data seems to be basic.
-Identifying, organising sources into assignment seems to be an afterthought. Initial
background information is lacking.
-Ethical concepts and issues are compounded when links to resources are incomplete, dont
work, or are inadequate.
-Reasoning and decision making seems to be based more on individual moral practice rather
than learned ideas.
Total
4.2/10

Sub-strand: c, Communication

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)

areas

a. Composing
texts through
speaking,
writing and
creating

b. Recognising
and using
patterns and
relationships

c. Creating
with ICT

d. Inquiring
identifying,
exploring and
organising
information
and ideas

mark

Present
findings,
arguments
and ideas

3/5

2/5

4/5

3/5

6/10

A.

-Composing and creating ideas in PowerPoint presentation on Kakadu

national park is well thought out as initial standard indicates as formative
assessment. However ideas lack proper clarification and missing

Shanahan, B S269009 Unit ETP 425

B.
c.
d.

referencing.
-Patterns and relationships basic through findings and arguments minimal.
-Creating with ICT inclusive and well used throughout formative exercise and
student shows creative flair for assignment.
-Ideas and findings are inquired and thought out at beginning level. Student
is showing good complex analysis of own findings even if not from proper
sources.

Use selected
communicati
on forms to
suit
particular
audience and
purpose

4/5

a.

-Composing texts within selected communication forms is quite adequate

and uses thorough communication skills and large writing as PowerPoint
slides are supposed to be directly readable.
-Patterns within communication are lacking except where linking to common
imagery. The linking of variables from the information is adequate.
-Selected communication form is adequate for presentation. However
presentation lacks depth of design.
-The sources of information and the way they were shown was simple and
could have used some insight into geographical methodology.

b.
c.
d.

3/5

4.5/5

3/5

4.5/5

2/5

4/5

6/10

Using
geographical
terminology
and digital
technologies

3/5

a.
b.
c.
d.

-The use of graphical terminology is basic, but the use of ICT technologies is
developing.
-recognising patterns and relationships within the ICT area is rather well
understood.
-Creating using these terminologies is quite advanced for the age bracket.
-I believe this is an area the student has excelled even if mildly researched.

Total

8/10

7/10

Reporting to students;
Authentic assessment, more than any other form of assessment, seeks to ensure that the task
itself engages students and provides the best opportunity to demonstrate the type of learning
that has taken place. (Brady & Kennedy, Designing valid, reliable and fair assessment, 2009) .
The students may have received individual feedback in a inclusive and systematic authentic way.

Shanahan, B S269009 Unit ETP 425

Maybe for instance this student was proficient with digital technologies and creativity thus it
would be essential to congratulate each student first for their excellent achievement individually.
This could be done digitally on modern (daymap(intranet))school computer systems. Each
student would receive a tick next to certain areas they did well in (as above). Then on a
feedback form ask questions such as, what new information did you learn about Kakadu?. Each
student will come up with slightly different answer. Then each student would give their answers
out to the group. Thus the students may learn from the group what they failed to learn from
their research. This new information would be carried into the summative task.
i.e.

Well Done Ms. Smith

You excelled in

ICT and creative critical

reasoning
-The PowerPoint Presentation
-Thinking about how the
critical geographical areas
may be affected.

Next we will construct

(by using we I take away the
pointing finger, otherwise
inserting the group as an
entity.)

-How to construct an
argument
-Correct geographical
terminology
-Primary and Secondary
resources
-Learning about spatial
reasoning in landscapes.
-Creating contents pages.

Areas for improvement:

According to this students score it is important for her to gain access to quality teaching and
information. An important issue for large scale and classroom assessment is the extent which
they are able to contribute to school environments that encourage creative and critical thinking,
problem solving, teamwork, good interpersonal skills and literacy and numeracy. (Brady &
Kennedy, The contexts for different types of assessment, 2009). Thus using the National
curriculum framework and seeing what the student has not learned a structured assessment can
be made that highlights the above criteria.
Hypothetically the task given pre this assessment was formative, simply the teacher would have
set a framework whereby the students would search for information on Kakadu and then create a
PowerPoint presentation based on this information. The first task would have been loose
however I suspect the students would have had to find three web pages illustrating this
information. Secondly the teacher would have set them a group of questions based both on the
Australian curriculum (in the northern territory) and the general capabilities. The third tier would
have been a short demonstration on PowerPoint that was scaffolded so the students learn the
capacity of the program. Then the students would create the presentation without too much
interference (proximity of control). According to Brady & Kennedy Wiggins Stated; He wants
assessment tasks that are authentic and meaningful with contexts that are rich, realistic and
enticing, linked to genuine benchmarks not arbitrary cut scores or provincial norms. (Brady &
Kennedy, Educational values underpinning assessment and reporting, 2009). These genuine
benchmarks are the Standards for year 8 Geography in the Northern Territory and the Australian
curriculum.

Shanahan, B S269009 Unit ETP 425

Under each sub-strand and amalgamated into a unique Summative assessment that highlights
information and cross referencing resources for an educated and critical, creative response. A
sheet may be given to the students that highlights a rubric of required areas these include.
-how to construct an argument, i.e. question, answer and reference.(Literacy)
-Correct geographical terminology (critically selected from these two sources.)(Numeracy)
-Sorting out which source is primary and which is secondary.(Ethical Behaviour, Literacy, critical
creative thinking)
-Spatial reasoning within specific landscapes and cross referencing across cultural groups.
(Numeracy, cultural understanding)
-Creating contents pages.(Literacy, ICT competence)
This would give the teacher the ability for feedback, for instance the teacher could then show a
related video or presentation and then stop the presentation and ask the students to qualify
what was just seen. As above, for some students are primarily only visual learners while others
will excel within the test environment, thus feedback is critical to different specific areas.

Bibliography
Authority, A. C. (2012). Draft F-12 Australian Curriculum Geography. Australian
Curriculum Assessment and Reporting Authority.
Authority, A. C. (2013). Foundation to Year 10. Retrieved from Authority,
Australian Curriculum Assessment and Reporting:
http://www.acara.edu.au/curriculum/foundation_-_year_10.html
Bartels, K., & Parker, K. (2011). Teaching Sustainability. Stylus Publishing.
Battista, M. T. (1991). Using spatial imagery in geometric reasoning. Arithmatic
Teacher, 18-21.
Brady , L., & Kennedy, K. (2009). The contexts for different types of assessment.
In L. Brady, & K. Kennedy, Celebrating student achievement, assessment
and reporting (pp. 20-21). Frenchs Forrest, NSW: Pearson Education.
Brady, L., & Kennedy, K. (2009). Designing valid, reliable and fair assessment. In
L. Brady, & K. Kennedy, Celebrating Student Achienvement; Assessment
and reporting (p. 35). Frenchs Forrest, NSW: Pearson Education.
Brady, L., & Kennedy, K. (2009). Educational values underpinning assessment
and reporting. In L. Brady, & K. Kennedy, Celebrating Student
Achievement; Assessment and reporting (p. 38). Frenchs Forrest, NSW:
Pearson Education.
Brady, L., & Kennedy, K. (2009). Personal fulfilment and satisfaction. In L. Brady,
& K. Kennedy, Celebrating Student Achievement (pp. 11-12). Frenchs
Forrest, NSW: Pearson Education.
Brady, L., & Kennedy, K. (2009). Summary; 2 Principles of assessment for
Learning. In L. Brady, & K. Kennedy, Celebrating student achievement (p.
29). Frenchs Forrest, NSW: Pearson Education.
Curriculum, A. (2015). Content Structure, Geography, Australian Curriculum.
Retrieved from Australian Curriculum:
Shanahan, B S269009 Unit ETP 425

http://www.australiancurriculum.edu.au/humanities-and-socialsciences/geography/content-structure
Lois, C. (2013). Sketch Maps and the Geographical Visual Tradition in TwentiethCentury school texts. Malpine. Newman Library.

Shanahan, B S269009 Unit ETP 425