Assessment Task Sheet

Assessment Task Information

Faculty: PDHPE
Course: HSC PDHPE (Stage 6)
Unit: Core 2: Factors Affecting Performance
Task Title: Skill Acquisition Website
Task marks: 40
Weighting: 20% Task No: 2 of 4

Date issued: 26th March 2018 Date for submission: 7th May 2018
(Term 1: Week 8) (Term 2: Week 2)

YOU WILL HAVE A TOTAL OF SIX WEEKS TO COMPLETE THE TASK INCLUDING
THE TWO-WEEK HOLIDAY BETWEEN TERM 1 AND TERM 2.

AS PER ASSESSMENT POLICY LATE ASSESSMENTS WILL INCUR 10%MARK

DEDUCTION PER DAY (INCLUDING WEEKENDS) OF YOUR TOTAL MARK, IF
YOUR TASK IS TEN DAYS LATE YOU WILL RECEIVE A ZERO MARK AND A
DEPARTMENT LETTER SENT HOME.

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Assessment Task Details
Description of Activity:
Students create a website that explores and analyses their journey of skill acquisition using multi-
modal elements to highlight the progression or derailing of their plan.
Task instructions:
Students will be asked to complete three parts and create a website with all the information collected:
Part One: Design a website highlighting a journey of planning and implementing the learning of a new
sports skill from novice to mastery. (Total of 10 marks)
In this part students must:
• Describe the nature of the skill to be learned i.e. open/closed, fine/gross.
• Discuss the plan to improve the new skill through the practice method you will be implementing.

Part Two: Implement the plan (Total of 10 marks)

In this part students must:
• Implement the plan and record a minimum of five attempts for fifteen minutes each, the videos
must include the first attempt of the skill, three other attempts and the last attempt of the skill.
Each skill attempt must be clearly labelled.
• Synthesise the results of each attempt through appropriate data visualisation methods (i.e. graphs,
tables etc.) and summarise progress.

Part Three: Evaluate progress (Total of 20 marks)

In this part students must:
• Analyse progress through the stages of skill acquisition by (i) Identifying the components of the
skill as progression of the skill occurs. (ii) Showing the relationship of the skill and the stages of
skill acquisition between each practice session.
• Discuss how feedback helped them achieve the acquisition of the skill.
• Discuss the effectiveness of their plan through objective and subjective performance measures

Context
Contextual statement:
This assessment task will be used to assess a student’s understanding of our current HSC core unit
“Factors effecting Performance”. Our cohort has varying academic abilities which this task will cater to
as students have a choice in the skill they would like research and have various channels of teacher
support including scaffolds for every element of the task. Students have studied this unit all of Term one
and this unit also has significant links to the Preliminary HSC Core “The Body in Motion” unit last
year. Therefore, students should have the skills to identify and analyse body movement and the factors
that affect skill acquisition.

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Task rationale
Task rationale statement:
The purpose of this task is to assess the level of understanding students have about the content from the
PDHPE HSC core unit of “Factors effecting performance”. The task will assess the intervention of skill
acquisition enhancing performance through designing and implementing an effective training plan to
progress their skill acquisition of a chosen sporting skill. Normally the number of hours to acquire a
skill takes up to 10,000 hours.

Unfortunately, we don’t have this time frame that is why this task has a six-week time frame to
complete as it would allow students to allocate two fifteen-minute attempts per week for three weeks
and have three weeks to gather all their information and create a website. This six-week time frame will
allow students to show progression rather than complete autonomy of their chosen skill this information
alone would allow us to assess the outcomes highlighted below.

Outcomes to be assessed

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Criteria for assessing learning

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

Sample Scaffold
STEP 1: Response Scaffold- Ensure you have your responses ready prior to creating site.

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)
STEP 2: Upload Attempts on YouTube- Ensure you have your videos uploaded prior to creating sites.
How to Upload an unlisted YouTube video:
https://www.youtube.com/watch?v=Go_HDCANWf8

STEP 3: Website creation scaffold and website generator link- Here you transfer your information to a
creative website.

How to create your website:

https://youtu.be/t1aXAXHGlUk
www.weebly.com

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.
As an effective Personal Development, Health and Physical Education (PDHPE) educator
it is vital to understand the importance of the effective use of assessment to allow teachers to give
feedback to students and parents about where the student’s abilities are. The dominant focus of
assessment is highlighted in generating of assessment for, of or as learning, feedback and
assessment design.

There are three types of assessment in education they are assessment for, of or as learning.
Assessment for learning involves teachers using informal evidence throughout their teaching to
inform them of student learning (New South Wales Education Standards Authority, 2018). This
involves the use of setting goals for each lesson and reflecting upon assessment data to further
enhance student learning and ability. Moreover, assessment as learning involves students being
their own critics (New South Wales Education Standards Authority, 2018). Assessment as learning
is a tool teacher utilise for students to assess their work, peer mark or reflect on their work to target
their strengths and weaknesses and develop strategies with their teacher and peers to improve or
enhance their abilities.

However, the use of the assessment of learning which is also known as summative
assessment allows teachers to collect evidence of student learning by marking work across PDHPE
outcomes. This type of assessment is usually given at the end of a unit of work to ensure that
students have met the standards of the syllabus (New South Wales Education Standards Authority,
2018). This type of assessment is highlighted through the above task created as it utilises most
outcomes from of core unit for the Higher School Certificate (HSC) PDHPE course “Factors
affecting performance” as it allows an educator to indicate whether or not students have grasped
concepts and how to apply them effectively to varying contexts. According to Biggs (1998), the use
of summative assessment has detrimental effects on student learning as it confines assessment of
the students learning on recalling facts. Conversely, in the created assessment task it does not
indicate that as the task is giving students the ability to investigate, apply concepts and self-reflect
on their learning. The information collected from that can be summarised by educators to identify
strengths and weaknesses in the unit of work and intervene to enhance further or improve student
ability when it comes down to the HSC. Also, the data collected from the assessment task can also
be used to target students with higher abilities to be challenged more in the classroom, therefore,
using the assessment data to modify and differentiate lessons to cater to higher abilities. This is
indicative of the importance of assessment of learning in PDHPE to open channels of
communication (Kniffin & Baert, 2015) and gives opportunities to teachers to create supportive
interventions to increase student ability that involves the school community and guardians of

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

Feedback is an essential part of assessment as it allows educators to provide comments to

students and parents on where the student’s ability lies in comparison to their peers, aspects in their
work to improve on and where to further enhance their strengths in their work. However, if
feedback is only used to generate a single effect, i.e. positive or negative the feedback holds no
beneficial power to change learning. According to Hattie & Timperley (2007), the most effective
feedback must indicate four aspects for students that indicate feed up, feedback, and feedforward
when writing feedback and they are:

• What are the goals of the task? (Feed Up)

The aspect of the feedback involves giving students feedback on whether or not they met
the task’s goals about meeting course outcomes.

• What processes were involved in meeting the goal? (Feed Forward)

This aspect of the feedback involves the educator highlighting how the student is going to
the task. This relates to indicating the student’s successful and unsuccessful processes.

• What can be improved in the process? (Feedback)

This aspect of the feedback gives teachers the opportunity to provide strategies on how to
improve weaknesses and how to enhance successful skills.

The use of this framework allows teachers to set academic goals and it allows students to
have the skills to detect the strengths and weaknesses of their work which can act as a powerful
skill when editing their work before submission or finishing an exam. The adaption of student self-
regulated detection of strengths and weaknesses of their work is also indicated by Leydon, Wilson
& Boyd (2014) even though they indicate this skill through the context of geography it can be
transferred to a PDHPE setting. They claim that when students are given feedback in the above
framework students improve their literacy and essay construction skills as feedback was
constructed to highlight where students did well and where they need to improve. By creating a
checklist in the form of feedback, it allows students to create their own when proof-reading their
work as well as understand fundamental concepts in the course effective through higher-order
application.

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
 When constructing an assessment, it is fundamental that educators understand the qualities
of effective assessment design. Effective assessment design involves the four important phases of
understanding by design, differentiation, using the PDHPE syllabus document to inform assessment
and standards referenced assessment.

The Understanding by Design which is also known as backwards design process is

dominantly used when creating units of work however it can be applied to create assessment tasks
effectively. The process of backwards design involves educators identifying their desired results by
students, constructing ideas of learning strategies and finally creating the task to foster student
learning. The adoption of this process allows educators to prepare assessment tasks that cater to
varying abilities and interests (McTighe & Wiggins 2012). Therefore, using backwards design
facilitates the use of the learning strategy of differentiation which in turn allows students to attain
the achievement of syllabus outcomes through self-regulation. According to Yurtseven & Altun
(2017), this is beneficial to student learning as students can transfer concepts learned in the
classroom and use higher-order applications to achieve successful results in the task as the task is
primarily looking at the “bigger picture” rather than fixating on one aspect of the concept. This is
highlighted in the above HSC PDHPE task as students are given the choice of sporting skill,
planning and website design.

According to New South Wales Education Standards Authority (2018), it is vital that tasks
are based on syllabus outcomes, set by a criterion that is clearly stated to students, be able to
measure student achievement in the application of outcomes and enable ALL students to learn
through accessibility and feedback. To ensure that the assessment task meets the requirements of
the state’s syllabus and in this case predominately the PDHPE syllabus it is fundamental that
educators create assessments based on standards referenced assessment. This process would be
used in the first stage of backwards design as the educator utilises the PDHPE syllabus to inform
the assessment task based on the outcomes set by the New South Wales Education Standards
Authority.

The use of standards-referenced assessment involves the essential outcome points in the
syllabus to indicate student knowledge and ability. According to New South Wales Education
Standards Authority (2018), the process of standards-referenced assessment involves five
significant steps:
1. What evidence of learning is required?

This step is significantly linked to the first phase of backwards design where educators
identify their desired results by students.

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
 2. How will the evidence be gathered?

This step is significantly linked to the second phase of backwards design where educators
construct ideas of learning strategies.

3. What content and learning experiences and instruction will allow students to
demonstrate these outcomes?

This step is also significantly linked to the second phase of backwards design where
educators construct ideas of learning strategies. However, it is also linked to the final phase of
creating the task to foster student learning.

4. How will feedback be provided?

This step links back to the effectiveness of feedback and using the feed up, feedforward
and feedback model to ensure students utilise their feedback to improve learning abilities and
experience.

5. Is there sufficient evidence that students have made progress as a result of these
experiences?

This step involves educators synthesising their found data as a form of evidence after the
assessment has been completed to ensure that students have made progress as a result of these
experiences. If it is found that they haven’t the tool of assessment data will inform educators to
generate interventions to improve weaknesses and enhance successfully met outcomes and skills.

To effectively construct assessment tasks to ensure the enhancement of student learning in

the PDHPE learning area or any learning area educators has the responsibility to know the
importance of assessment. This will allow ALL students achieve their academic goals through
educators applying their understanding of the processes involved and assessment for, of or as
learning, feedback and assessment design.

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

Biggs, J. (1998). Assessment and Classroom Learning: a role for summative assessment?. Assessment In
Education: Principles, Policy & Practice, 5(1), 103-110. doi: 10.1080/0969595980050106

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

Kniffin, K., & Baert, H. (2015). Maximizing Learning through Assessment in Middle and High School
Physical Education. Journal Of Physical Education, Recreation & Dance, 86(4), 7-16. doi:
10.1080/07303084.2015.1009203

Leydon, J., Wilson, K., & Boyd, C. (2014). Improving Student Writing Abilities in Geography:
Examining the Benefits of Criterion-Based Assessment and Detailed Feedback. Journal Of
Geography, 113(4), 151-159. doi: 10.1080/00221341.2013.869245

Leydon, J., Wilson, K., & Boyd, C. (2014). Improving Student Writing Abilities in Geography:
Examining the Benefits of Criterion-Based Assessment and Detailed Feedback. Journal Of
Geography, 113(4), 151-159. doi: 10.1080/00221341.2013.869245

New South Wales Education Standards Authority. (2018). NSW Syllabus: Assessment for, as and of
Learning. Retrieved from https://syllabus.nesa.nsw.edu.au/support-materials/assessment-for-as-and-
of-learning/

New South Wales Education Standards Authority. (2018). NSW Syllabus: Principles of Effective
Assessment. Retrieved from https://syllabus.nesa.nsw.edu.au/support-materials/principles-of-
effective-assessment/

New South Wales Education Standards Authority. (2018). NSW Syllabus:Using Syllabus Outcomes in
Standards Referenced Assessment. Retrieved from https://syllabus.nesa.nsw.edu.au/support-
materials/standards-referenced-assessment/

Wiggins, G., McTighe, J., & Wiggins, G. (2012). The understanding by design guide to advanced
concepts in creating and reviewing units (1st ed., pp. 104-116). Virginia: ASCD.

Stage 6 school-based assessment task - Year 12 (500 words) Evaluation (1500 words)
Yurtseven, N., & Altun, S. (2017). Understanding by Design (UbD) in EFL Teaching: Teachers’
Professional Development and Students’ Achievement. Educational Sciences: Theory & Practice,
17(2), 437-461. doi: 10.12738/estp.2017.2.0226

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