Assessment task example

The assessment task sample accurately reflects the practice described by Standard Descriptors:

• 5.1.2
• 5.2.2
• 5.3.2.

The evidence demonstrates that students were provided with timely feedback through discussions and one-to-one conferencing supporting their progress against the learning goals (5.2.2).

The excerpt from the final assessment sample demonstrated that students applied the teacher’s feedback to develop and refine their final assessment task to successfully demonstrate their learning and knowledge of business terminology and concepts (5.1.2).

The marking criteria included in the evidence shows the teacher understands the resources and processes used to support assessment moderation activities and consistent teacher judgments when assessing student learning (5.3.2).

Application of the teacher’s practice is visible in the assessment task sample. The work samples demonstrate that the teacher has used a formal, summative assessment task as a strategy to assess student learning (5.1.2).

The timely and effective feedback given by the teacher to the student is visible in the teacher’s summary notes/student’s planning document (Standard Descriptor 5.2.2).

The marking criteria included in the evidence shows that the teacher understands the resources and processes used to support assessment moderation activities and consistent teacher judgments when assessing student learning (5.3.2).

Although the teacher explained they participated in a pilot marking process with colleagues in the annotation, this was not directly visible in the evidence sample. The inclusion of notes from the pilot marking meeting or a small sample of student assessment tasks could have been included to more effectively demonstrate the teacher’s participation in assessment moderation activities (5.3.2).

The teacher’s feedback notes within the assessment task sample show that the teacher provided timely, effective and appropriate feedback to the student about their initial business plan.

The work sample demonstrates the student used the feedback provided in the planning meeting to guide their learning and successful completion of the assessment task.

The annotation explains how the teacher has used the documentary evidence to demonstrate the practice described within Standard Descriptors:

• 5.1.2
• 5.2.2
• 5.3.2.

The annotation also describes the impact of the teacher's practice on the learning of students.

The development and implementation of the assessment task enabled students to apply their learning and knowledge of business terminology and concepts (5.1.2).

The annotation explains that all students were provided with timely feedback through discussions and one-to-one conferencing. Students were able to share their progress, asking questions and refining their understanding of the subject matter (5.2.2).

The annotation includes an explanation of why the teacher implemented specific strategies to demonstrate reflective practice. For example, the annotation explains the business plan scaffold was used to help all students of all abilities access the task and display their learning.

In the annotation, the teacher:

• reflects on the impact their practice had
• explains their facilitation of discussions and one-to-one planning/feedback meetings resulting in students sharing their progress, asking questions and refining their understanding of the subject matter
• evaluates the success of the task
• reflects on strategies they could have used to support specific students more effectively
• comments on amendments that have been made to the teaching program to strengthen areas of content, which the task identified as challenging for the students.