The purpose of this assessment is for students to evaluate the outcomes of emotional responses to media representations of adolescents’ drinking behaviour; and to critically analyse contextual factors that influence adolescents’ decisions and behaviours in regards to alcohol use and demonstrate leadership across a range of health contexts. The task is assessment for learning, therefore, after completion of this summative assessment, teachers are able to monitor knowledge, understanding, and development of the relevant skills outline by the Australian Curriculum (2014). The results of this task, will also make up fifty percent of the students’ final result on their report card. In order for this assessment piece to be successful and relevant
…show more content…
Reliability ensures assessment pieces yield accurate results, irrespective of the time, place or assessor. This assessment piece will yield similar results, due to the clear, concise and simple expectations on the task sheet and rubric (Churchill, et al., 2013). Repetition involving phrases increases and ensures reliability (Dylan, 2011), due to consistent expectations of what must be included, creating an easy to understand task for all students and markers (Churchill, et al., 2013). This also reduces potential anomalies. For example, by stating and reiterating across all areas that Part A of the research task requires students to evaluate the outcomes of their emotional responses to different situations. While the second part of the research task requires students to critically analyse contextual factors that influence their decisions and behaviours and demonstrates leadership across a range of health contexts. In the preparation for this assessment piece, the formative assessment activities and tasks mirror the final task, only differing by being predominantly group tasks (roleplay and worksheets) where students can collaboratively learn and discuss ideas. This practice, combined with the feedback given from formative assessment, will provide students with the knowledge and experience necessary to complete the task individually (Dylan, 2011). Additionally, all assessment will be moderated to ensure consistency of marking (Saroyan & Amundsen, 2004; Churchill, et al.,
Reliability ensures assessment pieces yield accurate results, irrespective of the time, place or assessor. This assessment piece will yield similar results, due to the clear, concise and simple expectations on the task sheet and rubric (Churchill, et al., 2013). Repetition involving phrases increases and ensures reliability (Dylan, 2011), due to consistent expectations of what must be included, creating an easy to understand task for all students and markers (Churchill, et al., 2013). This also reduces potential anomalies. For example, by stating and reiterating across all areas that Part A of the research task requires students to evaluate the outcomes of their emotional responses to different situations. While the second part of the research task requires students to critically analyse contextual factors that influence their decisions and behaviours and demonstrates leadership across a range of health contexts. In the preparation for this assessment piece, the formative assessment activities and tasks mirror the final task, only differing by being predominantly group tasks (roleplay and worksheets) where students can collaboratively learn and discuss ideas. This practice, combined with the feedback given from formative assessment, will provide students with the knowledge and experience necessary to complete the task individually (Dylan, 2011). Additionally, all assessment will be moderated to ensure consistency of marking (Saroyan & Amundsen, 2004; Churchill, et al.,