Assessment Task Sheet

Assessment Task Information

Faculty: PDHPE
Course: HSC PDHPE (Stage 6)
Unit: Core 2 Factors affecting performance
Task Title: Presentation task
Task marks: 20
Weighting: 20 % Task No: 2 of 4
Date issues: Week 1 term 2 Date for submission: Week 6 term 2

Assessment Task Details

Description of Activity:
Individual training program: Students choose a scenario given by the teacher and are
asked to create/design an 8 week training and nutritional program through the use of a
PowerPoint.
Task instructions:
Students are to choose a scenario given in the scaffold and prescribe an 8-week
individualized training and nutrition program based on the individuals needs and wants.
As part of the individualized programs students must discuss and address the following
themes:
• The type(s) of training methods prescribed for the individual and the physiological
adaptations associated with these types of training methods.
• Identify the principles of training used within the program and which energy
system(s) would be trained within this program.
• Analyse the impact that nutrition has on performance, students must discuss
nutritional considerations, supplementation and recovery strategies in relation to their
individual and their needs.
• Explain how psychology affects performance and how psychological strategies
were implemented within the program.

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Context
Contextual statement:
This task caters to differentiation through the creation of the individualized program and
through the design/ creation of the PowerPoint. This task allows students to show their
knowledge of training methods and principles along with their knowledge on how
nutrition and psychology affect performance. This task was designed to cater to diverse
learners by creating a task in which all leaners can display their own knowledge.

Task rationale
Contextual statement:
This task relates to the concept of critical inquiry, in this task students abide to framework
of critical inquiry given by the syllabus. Specifically, the concepts of planning for action
and reflecting on this issue. Furthermore, this task focuses on three focus questions
within the topic factors affecting performance and allows students to demonstrate their
knowledge of key concepts within the unit. Due to having a small class of 10 students,
presentations will occur in one lesson.

Outcomes to be assessed
Outcome Description
H8 Explains how a variety of training approaches and other
interventions enhance
performance and safety in physical activity
H10 Designs and implements training plans to improve performance
H 11 Designs psychological strategies and nutritional plans in response
to individual
performance needs
H 16 Devises methods of gathering, interpreting and communicating
information
about health and physical activity concepts

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Criteria for assessing learning
Marking criteria
Mark range Criteria
20-15 Demonstrates extensive knowledge and understanding of concepts
such as training methods and related physiological adaptations,
training principles and energy systems, psychological and nutritional
strategies and justifies why they utilized these concepts in their
program for their scenario with relevant information.
Creates/designed a visually appealing power point which summarized
key points.
14-10 Demonstrates a thorough understanding of concepts such as training
methods and related physiological adaptations, training principles and
energy systems, psychological and nutritional strategies and justifies
why they utilized these concepts in their program for their scenario
with relevant information. Justifies why they used some of the
concepts in their program with some relevant information.
Creates/designed visually appealing power point with some key points
summarized.
9-5 Demonstrates basic knowledge and understanding of key concepts
within the program. Vaguely justifies why they implemented these
concepts within the program for the individual in their scenario and
use some relevant information
Creates/ designed a power point that is not visually appealing and has
not summarized key points
4-0 Displays limited knowledge on key concepts within the program. Does
not justify why they implemented these concepts within the program
for the individual in their scenario with no relevant information
relating to the program.
Created/designed a power point that is not visually appealing and has
not attempted to summarize key points.
Feedback:

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Scaffold
Sample Scaffold

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
 Evaluation
Evaluate the importance of assessment and approaches to feedback and assessment design that
will inform your practice in your teaching area. 1500 words

This evaluation will analyse the importance of assessment and approaches to feedback.
This evaluation will refer to relevant literature to achieve this. This evaluation will also
analyse how assessment design will inform my future teaching practice. In relation to
Assessment’s, the key type of assessment that will be analysed in tis evaluation is
summative. This evaluation will also analyse key themes such as the HSC testing and the
impact of high stakes testing on students.

In regard to assessment there are many definitions and perceptions on what assessments are
and what their purposes are. In relation to the topic of assessment, (Brown & Knight, 2012)
states that an assessment is systematic basis for making inferences about the learning and
development of students and that it is the process of defining, selecting, designing,
collecting, analysing, interpreting and using information to increase students' learning and
development. The concept of assessment includes more than just students, teachers and
schools, it includes audiences such as universities, employers and governments (Brown &
Knight, 2012). From these various audiences the concept of feedback is important,
feedback from assessments can not only provide students, teachers and schools with
necessary and timely knowledge on student performance but it also provides external
audiences (employers, government agencies) with necessary data regarding individual and
whole school performance (Crisp, 2012; Masters 2013).
In regard to assessment and education within Australia, (Master, 2013) explores the
educational system within Australia and analyses the various assessments within Australia
while providing an insight into how Australia is fairing on a global scale. From this
literature it is evident that assessments such as standardised assessments shape education
around the world. From gaining feedback from these tests, government agencies can
compare and contrast results with similar standardised assessments around the world to
establish where each country are sitting within the context of a global educational scale.
This scale/ index is known as the Programme for International Student Assessment (PISA),
in relation to PISA many countries who underperform or perform worse than they had in

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
previous years are undertaken as a system failure which then leads to educational reform
(Masters, 2013). In relation to Australia, the United Kingdom and United states of America
have prompted a reform in their respective countries to improve the relative ranking on the
PISA scale (Masters, 2013).

In relation to NSW schools, the HSC is a standardised test that ranks students against each
other and categorises student performance and achievement against each other while also
giving students an Australian Tertiary Admission Rank (ATAR) (Pugh, Mangan,
Blackburn & Radicic, 2015). In regard to this standardised test and its relative high impact
stakes, it has been suggested that this event in avertedly impacts student’s health outcomes.
This topic is explored through literature by (Perry et.al, 2017) Which states “More than
40% of final year secondary students in Australia report elevated symptoms of depression,
anxiety, and stress when completing their final examinations”. This literature also
highlighted that in extreme cases exam stress has been linked to suicidal ideation,
behaviour, and completion (Perry et.al, 2017). To further illustrate the impact of this test on
students, literature by (North, Gross & Smith, 2015) states that this high stakes test has
resulted in a high number of students in NSW schools reported high level anxiety
symptoms which has caused clinical concern and highlights that this rate has risen
significantly since previous studies.

In relation to student learning and assessments, the concept of summative assessment is

often used within the field of education and essentially is used as a procedure that produces
a measure which sums up someone's achievement and provides a description of student’s
achievement (Brown & Knight, 2012; Crisp, 2012). This type of assessment is also known
as Assessment of learning (Dixson & Worrell, 2016). In relation to assessment of learning,
(NESA, u.d.) states that assessment of learning assists teachers in using evidence of student
learning to assess achievement against outcomes and standards and occurs within a specific
period of a unit or course. In relation to summative assessment and the concept of
feedback, literature suggests that summative assessment can aid student’s development
through the use of meaningful and useful feedback (Brown, Bull & Pendlebury, 2013).

In relation to the topic of feedback, John Hattie is an expert in the field and has researched
this topic extensively. In regard to literature, (Hattie & Timperley, 2007) states “Feedback

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
is one of the most powerful influences on learning and achievement, its impact can be both
positive or negative”. Regarding this literature, Hattie further explains that different types
of feedback can be effective in a variety of situations and that feedback is essentially
conceptualised information from an external source on an individual’s performance or
understanding (Hattie & Timperley 2007).

In relation to different types of feedback and its effectiveness, the concept of delayed
feedback is a concept that focuses on giving feedback after a delayed period of time. It’s
been suggested that delayed feedback can be beneficial for students due to a special effect,
this effect provides valuable practice in retrieval and use of the initial learning (Hattie &
Yates, 2014; Kornell, 2014). Remaining on timely feedback, the concept of immediate
feedback also has prescribed benefits. This concept is explored by (Hattie & Yates, 2014)
and suggest that this type of feedback is particularly beneficial for individuals during the
initial knowledge acquisition phase. Through analysing this literature it’s evident that
different types of timely feedback is beneficial for individuals at different stages of
learning.

In relation to feedback and assessment, the concept of feedforward is a tool that essentially
providing students with advance notice of the assessment criteria and standards (Saddler,
2010). In regard to relevant literature, (Dowden, Pittaway, Yost & McCarthy, 2013)
suggests that this feedback approach is beneficial to students when completing assessment
tasks. By giving students marking criteria’s and rubrics, students can gain an understanding
of academic expectations. This approach is an effective approach to assessment and
feedback as students can gain immediate feedback/ knowledge of what is required in an
assessment through the use of marking criteria’s and rubrics.

In relation to assessment and assessment design, (NESA, u.d.) states that assessment for,
assessment as and assessment of learning are approaches that enable teachers to gather
evidence and make judgements about student achievement. As previously stated,
assessment of learning relates to gathering evidence of student learning to assess
achievement against outcomes and standards. This form of assessment relates to
summative assessment tasks and is normally conducted at an end point of a unit, term or

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
semester. This form of assessment provides a ranking or grade which provides evidence of
achievement to the wider community (NESA, u.d.)
The concept of Assessment for learning relates to teachers using evidence about students'
knowledge, understanding and skills to inform their teaching (NESA, u.d.). This form of
assessment relates to formative assessment and is used throughout the process of teaching
to gauge students learning and understanding. A key aspect of this approach of assessment
is the use of both formal and informal assessments to effectively plan future teaching. This
form of assessment is analysed in literature by (Hargraves, Gipps & Pickering, 2014) and
it’s suggested that this form of assessment is effective in improving student learning.

Lastly the concept of assessment as learning refers to students taking control of their
learning and becoming their own assessors (NESA, u.d.). This form of assessment involves
students monitor their own learning, ask questions and use a range of strategies to decide
what they know and what they can do (NESA, u.d.). Literature by (Earl, 2012) suggest that
this form of assessment is crucial component of the learning process and that it must be
utilised by teachers within the teaching process.

Regarding the KLA of PDHPE and assessment design, Literature by (Gore, Ladwig,
Amosa & Griffiths, 2008) states that assessments in PDHPE are largely summative in
design and substantial in scope, designed to require students to engage with whole units of
work they had been studying rather than smaller topics or problems. This literature also
suggests that these are engaging as students must make personal and social connections
with the assessment which fosters deep understanding. In relation to the PDHPE stage 6
syllabus (BOSTES, 2009), it’s clear that assessment is embedded within the syllabus. This
is particularly evident as teachers must provide students with formal assessments and
certification of student’s achievements (BOSTES, 2009. P.5.) and through students
completing assessments such as those seen in unit’s such as first aid in which students must
apply their learning in a practical way. From analysing the PDHPE syllabus its particularly
clear that assessment for and of learning principles are embedded within the syllabus and
play a pivotal role in the teaching and learning process within this KLA.
In conclusion this evaluation has informed my teaching practice on the importance of
assessment and how this concept is used within teaching and learning at both a national
and international scale. This evaluation then analysed the concept of feedback and the

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
 importance of it while highlighting how various forms of feedback can be utilised in
various situations to effectively Improve student learning. Lastly this evaluation analysed
how to effectively design assessments, through exploring relevant literature it was
discovered that within the PDHPE stage 6 syllabus the concepts of assessment for, as and
of learning are embedded within it.

References:
Board of Studies, Teaching and Education Standards. (2009), Stage 6 PDHPE Syllabus.
Retrieved 1st May from:
http://educationstandards.nsw.edu.au/wps/wcm/connect/218e2038-fb2e-423e-
bda2-02cad4f7ad14/pdhpe-st6-syl-from2010+PDHPE.pdf?MOD=AJPERES&CVID=

Brown, S., & Knight, P. (2012). Assessing Learners in Higher Education. Oxford, England:
Routledge.

Brown, G. A., Bull, J., & Pendlebury, M. (2013). Assessing Student Learning in Higher
Education. Oxford, England: Routledge.

Crisp, G. T. (2012). Integrative Assessment: Reframing Assessment Practice for Current and
Future Learning. Assessment & Evaluation in Higher Education, 37(1), 33-43.
doi:10.1080/02602938.494234

Dixson, D. D., & Worrell, F. C. (2016). Formative and Summative Assessment in the
Classroom. Theory Into Practice, 55(2), 153-159. doi:10.1080/00405841.2016.1148989

Dowden, T., Pittaway, S., Yost, H., & McCarthy, R. (2013). Students’ Perceptions of Written
Feedback in Teacher Education: Ideally Feedback is a Continuing Two-Way
Communication that Encourages Progress. Assessment & Evaluation in Higher
Education, 38(3), 349-362. doi: 10.1080/02602938.2011.632676

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Earl, L. M. (2012). Assessment as Learning: Using Classroom Assessment to Maximize
Student Learning. California, USA: Corwin Press.

Gore, J. M., Ladwig, J. G., Amosa, W., & Griffiths, T. (November 2008). On the Status and
Quality of Physical Education as School Subject: An Empirical Study of Classroom and
Assessment Practice. Australian Association for Research in Education Annual
Conference, Queensland University of Technology, Brisbane, Queensland.

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research,
77(1), 81-112. doi:10.3102/003465430298487

Hattie, J. A., & Yates, G. C. (2014). Using Feedback to Promote Learning. In V. Benassi, C.
Overson & C. Hakala (Eds.), Applying Science of Learning in Education: Infusing
Psychological Science into the Curriculum (pp45 – 58). Retrieved on 1 May 2018,
http://teachpsych.org/ebooks/asle2014/index.php

Hargreaves, E., Gipps, C., & Pickering, A. (2014). Assessment for Learning. In T. Cremin & J.
Arthur (Eds.), Learning to Teach in the Primary School (pp.313 – 323) Oxford, England:
Routledge

Kornell, N. (2014). Attempting to Answer a Meaningful Question Enhances Subsequent

Learning Even When Feedback is Delayed. Journal of Experimental Psychology:
Learning, Memory, and Cognition, 40(1), 106. doi:10.1037/a0033699

Masters, G. N. (2013). Reforming Educational Assessment: Imperatives, Principles and

Challenges. ACER. Retrieved 1 May 2018, from https://research.acer.edu.au/aer/12/

New South Wales Education Standards Authority (u.d.). Assessment For, As And of Learning.
Retrieved 1 May 2018 from : https://syllabus.nesa.nsw.edu.au/support-
materials/assessment-for-as-and-of-learning/

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
North, B., Gross, M., & Smith, S. (2015). Study Confirms HSC Exams Source of Major Stress to
Adolescents. University of New South Wales. Retrieved 1st may from:
https://s3.amazonaws.com/academia.edu.documents/45038006/Study_confirms_HS
C_exams_source_of_major20160424-22041-
gel3tm.pdf?AWSAccessKeyId=AKIAIWOWYYGZ2Y53UL3A&Expires=1525528730&Signa
ture=4ADbqja94HgaSB68XyVaYZdN%2F2E%3D&response-content-
disposition=inline%3B%20filename%3DStudy_confirms_HSC_exams_source_of_major
.pdf

Perry, Y., Werner-Seidler, A., Calear, A., Mackinnon, A., King, C., Scott, J., Merry, S., Fleming,
T., Stasiak, K., Christensen, H. & Batterham, P. J. (2017). Preventing Depression in Final
Year Secondary Students: School-Based Randomized Controlled Trial. Journal of
Medical Internet Research, 19(11). doi: 10.2196/jmir.8241

Pugh, G., Mangan, J., Blackburn, V., & Radicic, D. (2015). School Expenditure and School
Performance: Evidence from New South Wales Schools Using a Dynamic Panel
Analysis. British Educational Research Journal, 41(2), 244-264. doi:10.002/berj.3146

Sadler, D. R. (2010). Beyond Feedback: Developing Student Capability in Complex Appraisal.

Assessment & Evaluation in Higher Education, 35(5), 535-550.
doi:10.1080/02602930903541015

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)