Documente Academic
Documente Profesional
Documente Cultură
Assessment Task: 1
Area of Study: Common Module: Texts and Human Experience
Nature of Task: Multi-modal
Due Date: 28-10-2019
Presentation Time: 5 mins
Task B: To be handed in on the presentation day
Assessment Weighting: 20% Total Marks Allocated:
Outcomes to be Assessed
EN 12-1 independently responds to and composes complex texts for understanding,
interpretation, critical analysis, imaginative expression and pleasure
EN 12-3 analyses and uses language forms, features and structures of texts and justifies
their appropriateness for purpose, audience and context and explains effects on meaning
EN 12-7 explains and evaluates the diverse ways texts can represent personal and public
worlds
Rationale
The common module develops in students an understanding of literary expression and
nurtures an appreciation of aesthetic values. It develops skills to enable students to
experiment with ideas and expression, to become innovative, active, independent learners, to
collaborate and to reflect on their learning.
Task Description
During this term you have studied the Common Module, Texts and Human Experiences
exploring and analysing texts that represent the individual and collective experiences and
associated emotions. In class you have gained insight into and reflected on the anomalies,
paradoxes and inconsistences in human behaviour and motivations.
1
SID: 17877275
Multi-Modal Task
You must create a multi modal presentation which includes at least one mode other than
You are to source your own related text that represents emotional human experiences.
Complete an annotation of your related text which explores the context, meaning, form and
purpose. You can choose any article, image, video, graphic or podcast, or anything else you
Your annotation must be between 500-600 words and is to be submitted to your teacher on
the day of the task. You will be able to use this for Part Two of the task.
Critically analyse the ways your texts reveal the inconsistencies and or anomalies
and/or paradoxes in an emotional human experiences/behaviour and/or motivation.
In your response, you must refer to your set text AND ONE related text of your own
choosing.
You may choose to set out your annotation like the example below OR in a series of
paragraphs, explaining the connection to the module, Texts and Human Experience. If you
choose a film as your related text to represent the human experience, you MUST provide 3-4
screenshots from the film and annotate these. Similarly, a novel will require you to provide 2-
2
SID: 17877275
Step 1
Step 2
Step 3
How are human experiences represented in the text? Consider structure, language and
any other textual features. For each language feature identify examples and
EXPLAIN/EVALUATE the effect.
Focus on how the composer uses medium and form and how these affect the
representation of human experiences.
Step 4
Describe your experience through engagement with this text. What did you learn from
the characters or people in your text? How has the composer shaped your experience?
Step 5
How has context influenced the choice of experiences and how they are represented in
the text?
What and where was the text composed? What were the social/political circumstances
of this context? What do you know about the composer’s personal context?
3
SID: 17877275
How does an understanding of context help you to understand the views about human
experiences and the way these views are presented in the text?
4
SID: 17877275
Marking Criteria
Marks Criteria
Demonstrates a sophisticated understanding of the keys ideas of the module as
they are represented in two texts.
Clearly articulates how ideas are represented with reference to a wide range of
17-20 detailed examples of written and visual (when relevant) language forms and
features across two texts.
Composes a sophisticated response with skilful control of expression and a range
of highly effective and appropriate language forms and features.
Attempts to describe at least one aspect of the module in one or both of the texts.
5-8 Attempts to describe a link between aspects of language and their intended
meaning in at least one text.
Attempts to compose a response with some control of expression. Use of
language forms and/or features is simplistic.
5
SID: 17877275
Critical Discussion
Assessments according to Edutopia are ‘an integral part of learning, as it determines whether
or not the goals of education are being met’. A critical aspect of the learning process is
getting students to demonstrate their understanding of the subject matter thus helping
educators evaluate whether educational goals and standards of the lesson are being met
Education and Training in Through Growth to Achievement (2018), states that ‘assessment is
a key component of learning because it helps students learn’. Assessment and feedback
providing needs to provide insight into a student’s learning growth and learning
achievements. According to Boud (2010) assessment is a central feature of teaching and the
curriculum. It powerfully frames how students learn and what students achieve.
successfully educate them. For example, students who are more advanced, monitoring their
rate of progress and attainment ensures adequately challenging learning targets are being set,
rather than assuming year level achievement standards are sufficient. Students who are less
while acknowledging that moving to their peers may require a sustained higher rate of
Assessment design is an important aspect of unit design, this ensures that formal and informal
Assessment Design). Within the assessment aspect, students are expected to know,
6
SID: 17877275
and skills and attitudes, motivations and dispositions. Understanding Assessment Design,
states that the ‘most common way to uncover and monitor growth in knowledge and
understanding involves asking students to say or write something to make their thinking
visible’. Teachers need to monitor students learning and the best way to understand the
assessment method is important however, the design of the specific task is even more
important. Having a good assessment design is at the core heart of assessments. By having a
good design, it improves the learning experience and ensures achieving better learning
outcomes. By having a good design, the assessment experience becomes ‘inspiring and
motivating for both students and staff’(Sambell). Sambell states that ‘good assessments create
a good educational experience, set out high expectations, foster appropriate study behaviours
and stimulate students’ inquisitiveness, motivation and interest for learning’ hence the
assessment design needs to be appropriate. Choosing the right assessment design is crucial
because ‘assessments should appear relevant and authentic and wherever possible allow
students to draw on their personal experience and to exercise choice with regards to topics,
High stakes assessments like HSC can cause anxiety and test the ability of young people to
cope with stress whilst testing their knowledge and skills. Davidson and Andrews (2013)
state that ‘major school assessments like the HSC are classes as high stake assessments’
meaning that the result of these exams have a ‘major consequence for the student’. How
students perform in year 12 determines whether they gain an entry into university or the
career path they might be able to choose thus putting a lot at stake for students. The
academic pressure that students feel ‘when they perceive the level of expectation or
7
SID: 17877275
consequence exceeds what they believe they can achieve’ leads to ‘stress and altered learning
behaviours’ (Davidson & Andrews). Even the smartest students perform poorly due to this
Research undertaken by The Conversation of 722 students, has found 42% of students
registered high level anxiety symptoms. This percentage is high enough to be of clinical
concern. Some students tend to perform less favourably under pressure. High School
Certificate assessment questions the reliability of the HSC because of the amount of pressure
Another important aspect of assessment is providing feedback, meaningful feedback that the
student can walk away with and benefit from. According to Hattie (1999), ‘feedback is an
important part of the assessment process. It has a significant effect on student learning and
has been described as the powerful single moderator that enhances achievement’. As
teachers, it is vital to identify and reward specific qualities in student work. Feedback needs
to provide guidance for students on what steps to take in order to improve, motivate them to
act on their assessment and develop their capability to monitor, evaluate and regulate their
own learning (Nicol, 2010). As teachers to benefit student learning, the feedback provided
needs to be constructive. By highlighting the strengths and weakness, it provides the student
encouragement to critically reflect on their work and think about how to improve their work.
This also helps promote a healthy communicative relationship between the student and the
teacher. The feedback must be given in a timely manner, meaning it is better to provide
feedback while the assessed work is still fresh in the student’s mind (Pather).
8
SID: 17877275
Another important component of providing feedback that is meaningful. Pather states that it
‘should target individual needs, be linked to specific criteria, and be received by a student in
time to benefit subsequent work’. The entire purpose of providing feedback is for the student
to benefit from it and to be able to use it for subsequent assessments. Nicol, states that how
students analyse, discuss and act on feedback is as important as the quality of the feedback
itself. Feedback, according to Pather is ‘valuable when it is received, understood and acted
on’. Students, through the interactions they have with feedback, understand how to develop
their learning.
In the English KLA, assessments need to be developed to ‘better monitor and serve their
students in the learning progress’ (Tosuncouglu, 2018). Tosuncouglu, furthers states that new
spontaneously. Anil &Acar et., state that the ‘more authentic variety of assessments, like
portfolio, drama, diagnostic tree, journals, posters, instructors and student interviews have
become more common in the classroom changing with technology from the traditional offset
Good assessments benefits both students and the staff. Assessments that are well designed
can ‘encourage active learning especially when the assessment delivery is innovative and
engaging’ (Cowan). Skills like reflection, self-awareness and critical thinking can be fostered
due to peer and self-assessment. Giving students opportunities to use technology to do their
assessment can also help develop new skills in students for e.g giving the students the options
of using media forms (prezi, powerpoint etc) can assist in enhancing their understanding of
9
SID: 17877275
10
SID: 17877275
References
Assessment & feedback. (n.d.). Retrieved from https://www.vu.edu.au/learning-
teaching/learning-teaching-development/learning-teaching-approaches/assessment-feedback.
Boud, D & Associates 2010, Assessment 2020: Seven propositions for assessment reform in
higher education
learning. http://www.heacademy.ac.uk/assets/ps/documents/practice_guides/practice_gu
ides/ps0069_designing_assessment_to_improve_physical_sciences_learning_march_200
9.pdf
Davidson A. & Andrews., F. G.(2013) High Stake Assessment Outcomes for Students.
to-adolescents-46812
http://www.flinders.edu.au/teaching/teaching-strategies/assessment/tasks.cfm
Department of Education and Training. (2018). Through growth to achievement: report of the
11
SID: 17877275
Auckland.
mass higher education. Assessment and Evaluation in Higher Education 35(5), 501–517.
https://www.futurelearn.com/courses/educational-design/0/steps/26436.
https://www.edutopia.org/assessment-guide-importance
12/stage-6-learning-areas/stage-6-english/english-advanced-2017/rationale.
https://www.jisc.ac.uk/guides/transforming-assessment-and-feedback/assessment-design
https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/
eitunderstand.aspx
12