Assessment Task Sheet

Assessment Task Information

Faculty: PDHPE
Course: HSC PDHPE (Stage 6)
Unit: Core 2
Task Title: Written Task; and Presentation
Task marks: Out of 65
Weighting: 30% Task No: 2 of 4
Date issued: Week 2, Term 2 Date for submission: Week 8, Term 2
Feedback by Week 10

Assessment Task Details

Description of Activity:

Students will be presented with a case study and must evaluate this information to produce a
written report discussing TWO critical questions, and their associated syllabus points. Students
will then choose ONE of these to advocate a position on what will aid the case study’s
predicament the best. Peer marking of FIVE presentation’s will be used to assess the student
attentiveness, understanding, knowledge and the ability to provide feedback.

Task instructions:

Section A

Case Study:

Alfred is a 45 year old male from Penrith, NSW. Following his annual GP appointment, his Dr. has
stated that he is within the range of obese and needs to engage in an exercise and nutrition
regime. He is a novice to training and therefore has limited knowledge in training methods. He is
embarrassed and anxious to go to a gym or participate in group fitness sessions. Being new to
resistance training, he often loses motivation due to soreness following training sessions.

Response 30 marks

Students are to select a critical question:

o How does training affect performance?

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
 o How can psychology affect performance?

Produce a written task (750 – 1000 words) discussing TWO (2) critical questions in regards to its
affect upon Alfred’s ability to adhere to his Dr.’s prescriptions.

Question:
“Critically evaluate the aspects of the case study and select TWO (2) of these critical questions to
produce a written response that assesses the biggest issues associated with Alfred’s ability to
reach his goals of a healthier lifestyle.”

Section B:

Presentation: 20 marks

Students are to create a presentation (PowerPoint, Prezi, etc.) that focusses on ONE (1) critical
question from their written task and endorse a justification as to why this aspect of health is the
most significant in Alfred’s situation.

This will become the basis for an engaging debate.

Section C:

Peer Marking: 5 marks

Students will be randomly selected to mark up to FIVE (5) other students’ presentations; based
upon their delivery, engagement, and ability to address the syllabus dot points.

Marked based upon a satisfactory (1) and unsatisfactory feedback (0) basis

Context
Contextual statement:

The task was established as a means to address the strengths across a multitude of
student learning needs. A small class (10 students) with diversified needs. The three tasks
are variant in design (written; ICT/presentation; peer assessment) to assist in student
engagement that allows students an opportunity to partake in tasks that is beneficial to
their learning at the conclusion of the instructional period.

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Diversified needs within the classroom is the most pervasive as students are individually
dissimilar in their learning needs and preferences. Therefore, the differentiated design of
tasks allows students to excel in either/both aspects of these tasks.

Task rationale
Contextual statement:
The design is a summative assessment, by dually providing a written and practical (B)
application task, students have the ability to attain marks consistent with their
understanding of the unit. (Outcomes – H8, H10, H11, H16, H17)

The third component of peer marking ensures active participation and engagement. The
marking will be based upon the satisfactory level of feedback provided to FIVE (5)
students.

Outcomes to be assessed
Outcome Description
How does Training Affect Performance?
 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
 H17  Selects appropriate options and
formulates strategies based on a
critical analysis of the factors that
affect performance and safe
participation

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
  Types of training and training
methods
o aerobic, e.g. continuous, Fartlek,
aerobic interval, circuit
o anaerobic , e.g. anaerobic interval
o flexibility, e.g. static, ballistic, PNF,
dynamic
o Strength Training, e.g. free/fixed
weights, elastic, hydraulic
 Principles of training
o progressive overload
o specificity
o reversibility
o variety
o training thresholds
o warm up and cool down
How can psychology affect performance?
 H11
 H16
 H17
Stage 6 school-based assessment task - Year 12 (500 words)
 Assess the relevance of the types of
training methods for a variety of
sports by asking questions such as:
o Which types of training are best
suited to different activities?
o Which training method(s) would be
most appropriate? Why?
o How would this training affect
performance?
• Analyse how the principles of training can
be applied to both aerobic and resistance
training
 Designs psychological strategies and
nutritional plans in response to
individual performance needs
 Devises methods of gathering,
interpreting and communicating
information about health and
physical activity concepts
 Selects appropriate options and
formulates strategies based on a
critical analysis of the factors that
affect performance and safe
participation.
Evaluation (1500 words)
  Motivation
o Positive and negative
o Intrinsic and extrinsic
 Anxiety and Arousal
o Trait and state anxiety
o Sources of stress
o Optimum arousal
 Evaluate performance scenarios to
determine the appropriate forms of
motivation
 Explain the difference between
anxiety and arousal in terms of the
effects on performance

Criteria for assessing learning

Individidual Task (40%)

Marking criteria (Section A) Written

Mark range Criteria
 Examines in extensive detail, knowledge of the ways the factors
affecting performance interact
 Clarity in explanation and understanding of relevant concepts and
24.5 – 30 A terminology
 Assesses impacts and barriers to engage in physical activity and
applies effective strategies
 Presentation of ideas is clear, concise and logical
 Reference/s and examples are consistently applicable with the case
study to illustrate answer
 Shows thorough knowledge regarding factors that affect
performance
 Examines actions that improve well-being and articulates plans that
18.5 – 24 B encourage their capacity to respond positively to adversity.
 Analyses impacts and barriers to engage in physical activity and
applies effective strategies.
 Presentation of ideas is clear and logical
 References and examples are applicable with the case study to
illustrate the answer
 Sound knowledge, understanding and description of information
relating to factors affecting performance
12.5 – 18 C  Examines actions that improve well-being and articulates plans that
encourage their capacity to respond positively to adversity.
 Explains impacts and barriers to engage in physical activity and
applies effective strategies
 Uses examples to illustrate answer
 Shows limited knowledge, understanding and skills in relation to the
6.5 – 12 D actors associated with the case study
 Outlines and/or lists factors affecting performance with basic level of
knowledge exhibited
 Describe the factors affecting performance

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
  May use examples

0 –6 E  Provides minimal information related to factors affecting the case

study
 Elementary knowledge and understanding in areas of the content

FEEDBACK:

Marking criteria (Section B) Presentation

Between 3 – 4 minutes
Mark range Criteria
8.5 – 10 A  Explains and evaluates an extensive range of factors that affect
performance within your critical question, and succeeding syllabus
points, have upon the case study
 Clarity in explanation and understanding of relevant concepts and
terminology
 Presentation of ideas is clear, concise and logical
 Presentation is engaging and includes a range of accurate and
specific examples
 Intelligent and effectual use of presentation (ICT) software is used
6.5 – 8 B  Thoroughly explains factors that affect performance within your
critical question (syllabus) and relevance to the case study
 A thorough understanding of relevant concepts and terminology
 Presentation of ideas is clear and logical
 Presentation is suitable to the audience and includes some good
examples
4.5 – 6 C  Outlines a range of factors that affect performance within the chosen
critical question syllabus points
 A sound understanding and knowledge of content syllabus points
 An adequate level of competence in concepts in terminology
 A wide ranging presentation of ideas relative to the topic
2.5 – 4 D  Shows basic knowledge of factors that affect the performance of the
case study
 describes barriers and influences to engage in physical activity or task
and recognizes strategies to enhance involvement.
 Presentation is appropriate, however, lacks cohesiveness
0 – 2 E  Shows elementary level of knowledge and understanding related to
the factors affecting the case study

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
  Recognizes appropriate approaches, evidence, products and services.
 Identifies impacts and barriers to engage in physical activity or task
and chooses strategies to improve involvement.
 Presentation is disjointed and fails to grab audience attention
FEEDBACK:

Marking criteria (Section C) Peer Marking

Mark range Criteria
5 A  Presentation is very engaging
 Presentation has accurate information
 Presentation provides a clear and logical understanding and
explanation
4 B  Presentation is fairly engaging
 Presentation mostly covers the information required
 Presentation is quite clear in understanding and explanation
3 C  Presentation is somewhat engaging
 Information is basic (dot points/outlines/etc.)
 Clarity is vague at times but mostly consistent
2 D  Presentation has limited engaging qualities
 Information is basic, and parts may be incorrect
 Presentation is not presented clearly and is disjointed throughout
1 E  Student has made minimal to low effort in engaging the target
audience
 Presentation information lacks accuracy
 Presentation is heavily disjointed throughout

“TAG”
TELL them something you like:

ASK a Question:

GIVE a positive suggestion for improvement:

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

Case Study:
 Which points in the case study link to your critical questions (and associated
syllabus dot points)

For example:
Alfred is a 45 year old male. Following his GP appointment, his Dr. has stated that he is within the
range of obese and needs to engage in an exercise regime. He is a novice to training and therefore
has limited knowledge in training methods. He is embarrassed and anxious to go to a gym or
participate in group fitness sessions. Being new to resistance training, he often loses motivation due
to soreness following training sessions.

Training affecting performance

o Types of training and training methods
o Principles of training
Psychology affecting performance
o Motivation
o Anxiety and arousal
Section A: 30 marks

Written Task: 750 – 1000 words

Question:
“Critically evaluate the aspects of the case study and with reference to both critical questions to
produce a written response that assesses the biggest issues associated with Alfred’s ability to reach
his goals of a healthier lifestyle.”

 Critically Evaluate: Use a range of perspectives and sources and assess.

 Critical Questions:
o How does training affect performance?
o How can psychology affect performance?

Introduction: 75 – 100 words (10% of word count)

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
  Topic Sentence: Your initial statement needs to be direct to emphasise what you will be
discussing. Consider a train announcement:
“This train is a Western Line service, stopping at Parramatta, Blacktown, Penrith, and Emu
Plains.”

 Thesis Statement: More specific. This is the position your essay will form throughout the
essay.
“Subsequently, the train line is direct, however, still reaches the major suburbs throughout the
Western Sydney area.”

 Outline: In this section you will provide a preview to the reader of what you will discuss
throughout the rest of your essay. It is helpful to ensure that the order they are presented
here is the order that is carried throughout your essay.
“The train line has the capacity to aid and assist individuals who utilise its service as it coincides
with bus stops, the city centre, and the business district.”

Body: 600 – 800 words (80% of word count)

 Paragraph:
Topic Sentence – Introduce main point; link to question;
Explain and elaborate – support your position; definitions; etc.
Evidence – examples; sources
Conclude – Summary statement that affirms your position, and links to the next paragraph

Conclusion: 75 – 100 words (10% of word count)

 Summarise what has been discussed
 Do not include any new information
 Concluding statement: use language that signals closure
“The train will terminate here. Please exit onto platform two.”

Section B: 20 marks

Presentation: 3 – 4 minutes

Task:
 Choose a critical question to focus on
 Create a convincing and persuasive presentation using ICT (Presentation, Prezi, etc.)
 Referring to the syllabus points, advocate why this critical question is the most important
aspect in assisting Alfred in his physical activity journey.
 Higher order responses will use examples as to how these points can be utilised effectively

Section C: 5 marks

Peer Marking

 Evaluate FIVE (5) peers, according to a marking criteria (provided).

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
  Provide feedback
 Marks will be distributed based on being a satisfactory effort in providing feedback.

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

The significance of assessment, feedback and assessment design is; dually, an informative

and instructive construct within education. Assessment, at its variant core is informative for

educators in its ability to provide evidence on whether the knowledge has been adequately

comprehended, and thus, becomes instructive by assisting in deliberating whether teaching

strategy necessitates a modification. Wiggins (1998) posits assessment should be based on the

premise that improves student performance, rather than audit student achievement. There is a

disparity in assessment, and the quality of feedback required for student improvement. Feedback

for educators is equally vital for students, as it can clarify how well the knowledge, skills and

understanding of content and outcomes are being addressed.

The succeeding essay will discuss the aforementioned variables of assessment and

feedback, and their connotation with student apprehension, and the impact of high stakes testing,

as catalysed by evaluations such as the Higher School Certificate (HSC) and how these factors

interrelate to inform teaching practice in assessment design.

Assessment can provide effectual justifications that enhance student motivation and

engagement, especially when it integrates collaboration between students, and teachers (NESA,

2017). Coz, Imrie and Miller (2014) identified the main functions of assessment: seizing student

time and attention; providing feedback to students in a timely fashion; and marks or grades that

distinguish students between pass and fail.

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
 Assessment is essential in the teaching and learning sequence. A triad of methodologies

regarding assessment was integrated throughout education as approaches for teachers to gather

evidence and make judgements regarding student progression.

The first approach is assessment for learning. Alternatively referred to as ‘formative

assessment,’ assessment commonly occurs throughout the learning and teaching process to

explain student learning and understanding. In essence, teachers utilise this method to garner

evidence about students’ knowledge, skills and understanding to inform their teaching; whereby

reflectively assisting students in learning more efficiently, informing future teaching, goal-setting

and providing effectual feedback that encourages self- and peer assessment.

Assessment as learning occurs concurrently as students assess themselves. Assessment as

learning encourages students to take responsibility for their learning through consistent

monitoring of understanding and knowledge. By extension, this method involves students in

creating learning goals that encourage growth and development, through formal and informal

feedback and self-assessment.

Assessment of learning is utilised by using evidence of student learning to assess

achievement objectively against outcomes and standards (NESA, 2017). Otherwise denoted to as

‘summative assessment,’ this form of assessment generally occurs at the end of a unit of work.

Effectiveness is largely dependent on the validity and reliability of the assessment of learning.

Subsequently, this form of assessment provides transparency and clarity of interpreting the level

of achievement to the connotated stakeholders. As a result, teachers can more accurately identify

and plan future learning goals and areas of improvement for students.

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
 Assessment is a transactional process of interpreting and collecting data of student

development, whereby a student can make reasoned judgements regarding learning goals

(National Research Council [NRC], 2001). The summative assessment purpose, which is

contrastingly distinguishable from other forms of assessment, and unlike formative or diagnostic

testing, determines achievement of learning at the conclusion of an instructional period (Harlen,

2006). The impact of summative assessment on students is reliant upon the stake of the results

and the purposeful orienting of teaching intentions toward maximizing student test scores, or,

improving the quality of their learning (Black, 2013).

Summative assessment fails to offer definitive justifications to a student’s knowledge and

understanding; which often leaves learners with an understanding that is inhibited by minimal

cognitive functions when under duress – which places students at risk of “underperforming.”

Educators should consequently reflect on the effect assessment has on student self-esteem and

motivation, and the significance of feedback for students.

Informed by sociocultural and socio-critical perspectives, feedback enables students to

develop, factors of feedback: are timely and specific; constructive and meaningful; reinforces

students’ strengths; and provides quality instruction on how to improve.

Occurring at variant times within the learning period, feedback can be concurrent through

dialogue from peers and teachers. Further, external feedback can be applicable when

commenting on past behaviour (negative feedback; positive feedback) or future behaviour and

performance (negative feedforward; positive feedforward). Fundamentally though, students

benefit largely from opportunities to self-monitor and reflect on their learning (Evans, 2013).

Test Anxiety is anxiety that is triphasic in form. Consisting of behavioural,

phenomenological and physiological responses that are connotated with a fear of failure (Sapp,

2013). The severe emotional response that have behavioural and physiological concomitants is

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
experienced in evaluative situations (Sapp, 2013). Subsequently, test anxiety hinders many

cognitive and attentional processes that interfere with effectual task performance (Sapp, cited in

Dusek, 1980)

High stakes testing has played a progressively significant role in how school effectiveness

and student achievement is measured. As a result, anxiety is adolescents has risen simultaneously

with the utilization of high stakes testing as an element in educational decision making (Von Der

Embse, Barterian & Segool, 2013). In a direct comparison, students who suffered from high test

anxiety performed more poorly than students who had low test anxiety (Von Der Embse,

Barterian & Segool, 2013).

Segool, Carlson, Goforth, Von Der Embse and Barterian (2013) examined the level of

anxiety experienced by students in comparative research between high stakes testing and

classroom testing. Subsequently, a significant difference was noted in anxiety symptoms, as high

stakes tests markedly exhibit higher physiological and cognitive symptoms of anxiety.

States’ idiosyncratic policies established variant risk of failure amongst similar schools,

whereby the data collected is being utilised comparatively, and not merely to ascertain areas that

necessitate support (Reback, Rockoff & Schwartz, 2014). Magnifying the external pressure on

both, students and teachers to perform. Despite the heightened external pressure, the impetus

for evaluating student knowledge and application is driven by extrinsic stakeholders such as

governments, and state and federal mandates (Kuh, Jankowski, Ikenberry & Kinzie, 2014).

Largely due to a narrowed view of success, pressure to perform negates individuality as

standardised testing is the basis of pervasive assessment, and thus, students’ feeling of pressure

to perform is often debilitating to the result of which is being assessed.

The validity of the HSC refers to how sufficiently the assessment reflects what it claims to

be representative of. The HSC is a summative assessment, which informs the governing bodies

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
about a student’s capabilities in regurgitating information, however, fails to adequately represent

the practical application of this knowledge.

In connotation, the reliability of the HSC refers to the extent that assessments are

consistent. To a degree, the HSC is reliable. The HSC reduces measurement error by ensuring all

students do the same test. However, students do not learn and apply knowledge the same, which

is a detriment to the data recorded as it does not exemplify student capabilities.

The impact on student outcomes catalysed by high-stakes testing is debatable as testing

regimes influence schools at all levels. The impact on teaching practice, distribution of resources

and the provision of curriculum is debatable as to whether their intention increases student

achievement (Polesel, Rice & Dulfer, 2014). These impacts, by extension, affect student

achievement as findings by Polesel, Rice and Dulfer (2014) indicate that the current testing

structure is leading to a decrease in time spent on curriculum as teachers essentially adjust their

pedagogical practice and content taught to reflect the examinations. This research affirms the

suggestion that high stakes testing distorts teaching practices, whereby narrowing the educational

experiences of students, which is seldom considered.

Approximately 40% of parents have reported symptoms of stress and/or anxiety was

exhibited by their child as a result of high stakes tests such as the HSC (Wyn, Turnbull &

Grimshaw, 2014). Additionally, 25% of principals emphasized the effects these tests had on

students as they often correlate with absenteeism, behaviour problems, apathy and anxiety (Wyn,

Turnbull & Grimshaw, 2014).

Informed teaching practice is what enable pre-service educators the opportunity to

expand and acknowledge the available information, and learn to discredit the misinformation that

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
is often presented. Establishing an assessment that could pervade numerous learning styles has

been effectual in personal development based on differentiating design, and adhering to the

relevant literature regarding the practical suitability for students.

The differentiated design of the assessment is categorised in two differing facets. The

first, a written task, is utilised to simulate the upcoming HSC; whilst the second task, is a

classroom-based formative assessment (Black, Harrison, Lee, Marshall & Wiliam, 2004). The third

task is designed to encourage students to be actively engaged as they necessitate the provision of

feedback following the presentation that will ultimately be graded on a satisfactory or

unsatisfactory basis.

Relevant literature often denotes a positive affirmation for peer assessment. Boud,

Cohen and Sampson (Eds., 2014) acknowledged the positive influence peer learning has on

reaching outcomes, and positive learning experiences. Assessment designs have a dual function

of: adjudicating based upon criteria, and the primary purpose of improving student learning. The

latter, should allow students to be better prepared to partake in self-assessment. Disallowing this

process acts to undermine lifelong learning. However, critical analysis by Cheng and Warren

(1999) suggests that peer assessments are insufficient in their reliability to adequately propose

accurate grading. Therefore, the marks allocated by section C of the assessment is based more on

the ability to provide appropriate feedback, and not on the presenting individual.

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

Black, P. (2013). Formative and summative aspects of assessment: Theoretical and research

foundations in the context of pedagogy. Sage handbook of research on classroom

assessment, 167-178.

Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box:

Assessment for learning in the classroom. Phi delta kappan, 86(1), 8-21.

Board of Studies, teaching and education standards. (2009). Stage 6 PDHPE syllabus. Retrieved

2nd may from:

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we/TempState/Downloads/pdhpe-st6-syl-from2010+PDHPE%20(1).pdf

Boud, D., Cohen, R., & Sampson, J. (Eds.). (2014). Peer learning in higher education: Learning

from and with each other. Routledge.

Cheng, W., & Warren, M. (1999). Peer and teacher assessment of the oral and written tasks of a

group project. Assessment & Evaluation in Higher Education, 24(3), 301-314.

Cox, K., Imrie, B. W., & Miller, A. (2014). Student assessment in higher education: a handbook

for assessing performance. Routledge.

Evans, C. (2013). Making sense of assessment feedback in higher education. Review of

educational research, 83(1), 70-120.

Griffin, P., & Care, E. (Eds.). (2014). Assessment and teaching of 21st century skills: Methods

and approach. Springer.

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Harlen, W. (2006). On the relationship between assessment for formative and summative purposes.

Assessment and learning, 2, 95-110.

Kuh, G. D., Jankowski, N., Ikenberry, S. O., & Kinzie, J. L. (2014). Knowing what students know

and can do: The current state of student learning outcomes assessment in US colleges

and universities. Urbana, IL: National Institute for Learning Outcomes Assessment.

National Research Council. (2001). Classroom assessment and the national science education

standards. National Academies Press.

NSW Education Standards Authority [NESA]. (2017). PDHPE: Stage 6 syllabus.

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2017.pdf

Polesel, J., Rice, S., & Dulfer, N. (2014). The impact of high-stakes testing on curriculum and

pedagogy: A teacher perspective from Australia. Journal of Education Policy, 29(5),

640-657.

Reback, R., Rockoff, J., & Schwartz, H. L. (2014). Under pressure: Job security, resource

allocation, and productivity in schools under No Child Left Behind. American Economic

Journal: Economic Policy, 6(3), 207-41.

Sapp, M. (2013). Test anxiety: Applied research, assessment, and treatment interventions.

University Press of America.

Segool, N. K., Carlson, J. S., Goforth, A. N., Von Der Embse, N., & Barterian, J. A. (2013).

HEIGHTENED TEST ANXIETY AMONG YOUNG CHILDREN: ELEMENTARY SCHOOL

STUDENTS’ANXIOUS RESPONSES TO HIGH‐STAKES TESTING. Psychology in the

Schools, 50(5), 489-499.

Von Der Embse, N., Barterian, J., & Segool, N. (2013). Test anxiety interventions for children and

adolescents: A systematic review of treatment studies from 2000–2010. Psychology in the

Schools, 50(1), 57-71.

Wiggins, G. (1998). Educative Assessment. Designing Assessments To Inform and Improve

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 Student Performance. Jossey-Bass Publishers, 350 Sansome Street, San Francisco, CA

94104.

Wyn, J., Turnbull, M., & Grimshaw, L. (2014). The experience of education: The impacts of

high stakes testing on school students and their families. A qualitative study. Sydney,

NSW: Whitlam Institute.

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