The Metella Road High School

Assessment Task 2 Year 12 Physics 2018

Context: Invention of devices that convert electrical energy into another form of energy took place after
the discoveries of the interaction of charged particle in the electric and magnetic field. Students use the
law of conservation of energy that underpins all these interactions and principle of electromagnetism to
design and construct a model of the device that uses and illustrate the principle of electromagnetism. This
activity provides an opportunity for students to design and improve electromagnetic devices.

Task number: 2 Weighting: 30% Timing: Term 1, Week 9

Outcomes assessed
A student:
 explains and analyses the electric and magnetic interactions due to charged particles and
currents and evaluates their effect both qualitatively and quantitatively PH12-13
 designs and evaluates investigations in order to obtain primary and secondary data and
information PH11/12-2
 selects and processes appropriate qualitative and quantitative data and information using a
range of appropriate media PH11/12-4
 solves scientific problems using primary and secondary data, critical thinking skills and
scientific processes PH11/12-6
 communicates scientific understanding using suitable language and terminology for a specific
audience or purpose PH11/12-7

Task description:
The individual student's task consists of three parts.
 Part 1: Conducting an investigation: Plan and design a model of the chosen device that
operates on the principle of electromagnetism.
A student may choose one of the following to design a model
Electric bell or buzzer.
 Part 2: Submitting an Investigation report.
 Part 3: Presentation of a model in 3 to 4 minutes to the class.

The tasks require a class time of 3 hours. First two hours of class time students plan, choose equipment
and resources and conduct the first-hand investigation. Students complete their investigation report
(refer marking criteria while responding to the tasks) and submit the report. However extra time is
provided for students under special considerations.
Task 3 presentation of the model is carried out if all the students complete their investigation report
within 2 hours. The remaining student's presentation will be conducted in the next class of I hour. The
investigation report is handed over to the students during the presentation. The presentation includes
discussion of the model, experimental methodology, result, and conclusion. The students return their
investigation report after the presentation to the teacher.

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 Research, plan and design a model of the device that operates on the principle of
electromagnetism.

 Can choose a device from one of the following:

 Electric bell
 Buzzer or
 Research to find the device of your choice that works on the principle of electromagnetism.

Name of the chosen device:

Design a model.
 Choose the equipment from available school resources. and any
additional types of equipment are provided based on your model design.

List of equipment:

The power supply of low voltage.

Insulated copper wires.
C-core, laminated iron Hacksaw blade.
Electromagnet
Armature
Spring
Armature rod
Hammer
Gong

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 Describe the Design of your model that illustrates the principle of electromagnetism.

 Draw the circuit diagram and label the parts.

A risk assessment:

 Identify the risk or hazard in your model and precautions are taken to reduce the risk

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 . Explain the ways that you will refine the model to reduce the risk.

 List a minimum of 2 appropriate bibliographies used in the tasks

Student Note:
 A risk assessment and circuit diagram of the model need to be approved by the teacher
before construction of a model.

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 Part-2
 :

1. State the principle of electromagnetism and laws used in the operation of the
model. 2 Marks

2. Explain the interaction of charged particle in electric and magnetic fields in the
operation of the model. 3 Marks

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3. Analyse the operation of the model by applying the principle of
electromagnetism and laws. 4marks

4. Evaluate your model qualitatively to improve the efficiency of the

operation of the chosen device.

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  During presentation students should include:
 An introduction to the model.
 An explanation of how model work?
 A risk assessment of the model.
 A demonstration of the model
 An evaluation of the model-How successful was the model? How could you improve
this model that helps to improve other electromagnetic devices?

Student note:
 Time allotted for presentation is 3 to 4 minutes. One mark is deducted for every 30 seconds if
the students take extra time than allotted. However extra time is provided for students with
special consideration.
 Please refer to the marking criteria for the tasks.

Feedback is provided in the form of:

 Written annotations to the submitted report

 Comments and notes made during presentations
 Limited guidance during task time of 3hours.
 Student feedback sheet
 Teacher feedback sheet

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1. The part of the task which I found challenging.

2. The skills I need to improve ………………

3. I was able to finish the task in time.

Yes No

4. What went wrong during the investigation?

5. How I fixed this problem?

6. Things that I learned from this investigation that will help me in future?

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 Teacher feedback

 You demonstrated proficiency in these areas of the assessment

 You need to work on these areas of the assessment in the future:

 Some ideas to help you achieve success in the areas.

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 Rubric

Criteria E D C B A

 explains and analyses

the electric and magnetic
interactions due to
charged particles and
currents and evaluates
their effect both
qualitatively and
quantitatively PH12-13  Demonstrate  Demonstrate basic  Demonstrates  Demonstrates  Demonstrates
limited knowledge of the knowledge of the sound knowledge and thorough extensive
 State the principle of interaction of charged interaction of charged understanding of the knowledge and knowledge and
electromagnetism and particles, the principle of particles, the principle interaction of charged understanding of understanding of
the laws used in the electromagnetism and of electromagnetism particles, the principle the interaction of the interaction of
operation of the model. laws. and laws of electromagnetism charged particles, charged particle,
2Mark and laws. the principle of the principle of
electromagnetism electromagnetism
 Explain the interaction of and laws. and laws
charged particles in the  Sound
electric and magnetic analysis of the model  Analyse the  Analyse the model
field in the operation of  Made an attempt to is made by applying operation of the extensively by
the model. 3Mark analyse the model by principle and law. model thoroughly applying law and
applying principal and by applying principle to the
 Apply principle and law to law.  Evaluate the principal and laws model
the models successfully model to the model.
to analyse the operation moderately to  Evaluate the
of the model. improve the  Evaluate the model extensively and
4Mark efficiency of model thoroughly to mention in detail to
 Evaluate the model to the model. improve the efficiency improve the efficiency of
improve the efficiency of of the model. the device.
the model,
3Mark

Max Mark 12 Marks 0-2 Marks 3-5 Marks 6-8 Mark 9-10 Mark 11-12

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 designs and
evaluates
investigations in
order to obtain
primary and  Requires teacher  Design a model, and  Plan and design a  Design a  Design a model
secondary data and assistance to plan some equipment is model model independently and
information PH11/12-2 and design a model selected with a independently and independently suitable equipment
and to select minimal teacher select suitable and suitable is chosen.
 Students conduct appropriate assistance. equipment. equipment is
investigation equipment. chosen.
independently:
 select equipment  Identification of risk  Identify some risk and  Identify the risk
1mark is minimal. precautions.  Identify the major  Identify the and precautions
 design a model that risk and risk and explicitly.
illustrates the precautions. precautions
principle of thoroughly.
electromagnetism
and enables the
collection of reliable
and valid
data.2marks
 A risk assessment:
 construct a model
safely and identify
the risk or hazards in
the model and
precautions.2 marks

Max marks 5 Marks 1 Marks 2 Marks 3 Marks 4

 selects and
processes
appropriate  Logbook is  Logbook is completed
qualitative and completed  Draw a circuit diagram
quantitative data and  The logbook is  the logbook is partially  Logbook is  Draw a circuit to construct the model
information using a not completed. completed. completed diagram to and label all the parts.
range of appropriate construct the
media PH11/12-4 model and label
 Students: completes most of the parts.
the logbook

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 draw a circuit  Need teacher  Draw a circuit diagram  Draw a circuit
diagram and label assistance to of the model with diagram to  collection of  collection of reliable
the parts. draw a circuit minimal support of the construct the reliable and valid and valid data and
diagram. teacher and label the model and label data and sources from
few parts. the few parts
 appropriate reference
 references to the  Reference is not  Reference is not  sources from is present.
sources used to mentioned mentioned  Only one reference some appropriate
collect valid and is made from reference is
reliable data are appropriate present.
mentioned. sources.

Mark 2.5
Max Mark 3 Mark 0 Mark 1 Mark 2 Mark 3

 Few problems  Some problems  Problems are  Successfully  Successfully

 solves scientific are identified are identified and identified and identify the identify the
problems using and attempts some attempts some problems and problems and
primary and have not made have made to adjustment is demonstrate demonstrate a
secondary data, to solve the solve the problem made to refine problem- high level of
critical thinking skills problem in in developing the the model solving and problem-solving
and scientific developing the model. critical and critical thinking
processes model thinking skill skills in developing
PH11/12-6 in developing the model
 The problems or the model.
issue in the model
are recorded and
adjustment are made
to refine the model
using the data and
critical thinking skills

Mark 5 Mark 1 Mark 2 Mark 3 Mark 4 Mark 5

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  Present an  Present a response  Present a sound  Present a well  Present a high level
 communicates scientific undeveloped and ideas in a critical personal structured well structured critical
understanding using response and ideas generalistic way response and critical personal personal response
suitable language and in a simplistic way. scientific response and and effective
terminology for a concepts clearly effective communication of
specific audience or using some communication integrated scientific
purpose PH11/12-7 scientific of scientific concepts using
 Discuss model and terminology. concepts using scientific terminology.
scientific concepts in the scientific
model using a high-level terminology.
well-organized response.
 Communicate effectively
using scientific
terminology to analyse
appropriate principles
and laws in the model.

Max Mark 5 Mark 1 Mark 2 Mark 3 Mark 4 Mark 5

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Assessment is the collection and evaluation of evidence of student learning and it is an integral

part of the teaching and learning (NESA, 2017). Assessment is not just a tool to gather information

about students’ achievement in relation to syllabus outcomes, but it also helps students to improve

their future learning (Killen,2005). The teacher's plan and design learning and assessment activities

using syllabus outcomes to monitor student progress. The syllabus outcomes provide details about

the knowledge, understanding, and skills expected for students to acquire during effective teaching

and learning (NESA, 2017). In science, the assessments provide students an authentic experience

of science practice in the learning process and become a part of the teaching and learning process

apart from evidence of student learning.

Teachers make a judgment about student achievement by gathering evidence from the approaches

of assessment as learning, assessment for learning and assessment of learning (NESA, 2017). The

teachers demonstrate the understanding of assessment strategies including formal and informal,

diagnostic, formative and summative approaches to assess student progress effectively and they

meet the standard 5.1 of Australian Institute for Teaching and School Leadership (AITSL, 2018).

The assessment that measures and provide evidence to the extent of student achievement is called

summative assessments. The assessment that gathers information about students’ learning

throughout the teaching and learning process is called formative assessment (Keeley, Eberle &

Tugel, 2007). The teacher uses formative and summative assessments as a tool to assess the

students effectively.

Assessment of learning is a summative assessment which is in the form of written test or exam is

conducted at the end of a unit or the course, to gather evidence on student achievement in relation

to the syllabus outcomes of the unit or course. The student believes that they are anxious before

and during the performance of the high stakes test (Eklöf & Nyroos, 2013). Eklöf and Nyroos
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(2013) suggested that the students’ motivation and anxious are the two faces of the same coin and

the impact of students anxious on the performance of the national test is low. However, Shepard

(2009) comment on the negative effect of high stakes testing on the teaching and learning and

argue that the high stakes test score would likely go up due to high political pressure without a

corresponding improvement in students learning. Furthermore, Darling-Hammond and McNeil (as

cited in Shepard,2009) pointed out that the high stakes test leads to the development of deskilling

and de-professionalization of teachers. The high stakes test changes the meaning of students

learning in school and it focuses students on reward and punishment rather than learning and

constructing new excitement of ideas (Shepard,2009). Although there is a negative effect on the

high stakes test or exam, summative assessment provides students with a valid certificate of

achievement of graduation or course which enables students to apply for further study or

employment with an educational institution or the employers (Boud, & Falchikov, 2006).

Assessment for learning is formative assessments, which are extensively used by teachers to know

the student prior knowledge and what they can do. The ‘Probe’ is one of the types of formative

assessment readily available for teachers to use in their classroom. This type of formative

assessment enhances and supports teachers’ pedagogical content knowledge and can be used with

different state standards and syllabuses as Probes contain core concepts of science. Probes

designed to determine the students thinking about scientific ideas on the topic and there may be

more than one right answer in the student explanation which provides insight for teachers to

understand students’ thinking on the science topic and help them to modify future instruction to

meet the students need (Keeley, Eberle & Tugel, 2007). Thus teachers use formative assessments

extensively to modify teaching and learning process to meet the students need.

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The formative assessment and feedback support students to gain ownership of their learning. Both

help students to achieve their goal. Saddler (as cited in Nicol, & Macfarlane‐Dick, 2006) suggested

that the formative assessment intend to provide feedback on the performance of the students to

improve and accelerate their learning. Hence the formative assessments and feedback become tools

for developing students as a self-regulated learner (Nicol, & Macfarlane- Dick, 2006).

The feedback plays a significant role in designing effective assessments. In the assessment, the

feedback is provided in terms of goal, expected standards and marking criteria to help students to

understand the expectation of good performance. The students, self-assessment in terms of

reflection facilitate the good feedback practice in the assessment. Furthermore, communication

among peers and teacher support students to develop self-esteem and motivation in the learning.

In addition, feedback redirects teacher or students to refocus on their actions and modify their

activities or work to align with the learning outcomes. Thus, feedback support students to achieve

learning goal and for educators to modify their teaching for future students (Nicol, & Macfarlane‐

Dick, 2006). In reference to AITSL 5.2 standard, teachers required to “demonstrate an

understanding of the purpose of providing timely and appropriate feedback to the students about

their learning” (AITSL,2018). The feedback can be oral, written, formative or summative

assessments that directs students to improve their performance. The related effective size of the

feedback is found to be 0.73 (Department of Education and Training, 2018).

The effective assessment promotes students in thinking, reasoning and involves in various

activities such as questioning, developing a hypothesis, planning, designing, investigating,

modeling, analysing and evaluating the results (Killen,2005). Thus the learner uses the strategies

and tools used by the professionals in the field of study and hence the assessment supports the

student to deal with real-life situations. (Killen,2005). The assessment takes a constructive

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approach to teaching that supports students to be exposed to new knowledge through rich

situational problems that actively engage and challenge the students (Killen,2005). The assessment

task which follows the above approaches satisfy the requirements of NSW quality teaching model

(Killen,2005).

The assessment task needs to develop students a deep knowledge of the concepts, principle, and

laws of theories. For example, in Physics topic the principle of conservation of energy, the

assessment task is designed for the students to answer the range of questions varies from

remembrance to evaluate. For example, state the principle of conservation of energy, explain why

this principle is important and how this principle is related to other principles of physics? in order

to test the deep knowledge of the students (Killen,2005). Furthermore, the open-ended questions

in the assessment task support students to elaborate on their scientific understanding

(Goubeaud,2010). In response to open-ended questions, the students use the language of science

in writing skill to demonstrate their scientific understanding. As a result, the teacher could able to

understand students’ view of the nature of science, scientific literacy level, and ability to interpret

scientific evidence. Thus, the assessment task with open-ended questions helps educators to

understand the students’ argumentation on the topic (Goubeaud,2010).

In designing of the assessment task, teachers use the principle of assessment in order to develop

fair, valid and reliable assessment tasks. The assessment needs to develop deep thinking and

promotes deep understanding of the students. The design of the task begins with explicit marking

criteria (Matters,2005). Students will be aware of how their work is assessed by referring the

explicit marking criteria which do not only guide the students about the good performance but also

support students to achieve it (Shepard, 2009). Furthermore, the task should be based on syllabus

outcomes, valid as it should measure the outcomes that are used to asses (NESSA,2017), reliable

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as it measures what intended to asses and provides feedback on students’ achievement that

evidences the student knowledge, understanding and skill (Gathercoal,1995). In addition,

assessment should provide effective feedback from students and teacher to reflect on the learning

process. As a result, Assessment is designed with enrich activities that enable all students to

participate in an ongoing learning process where progress is monitored in order to provide fair,

valid and reliable assessment task (NESSA, 2017).

The student assessment plays a significant role in the process of evaluation which determines the

effectiveness of teaching and learning strategy of the educators, unit of work and the course content

and thus assessments of students’ academic achievements are used to develop curriculum

(Gathercoal,1995). The new Physics syllabus was developed by the NESA had retained some of

the syllabi and brought changes in the weighting of Knowledge and understanding and the working

scientifically skills. The percentage of weighting is found to be forty and sixty percent respectively

and the syllabus is emphasis towards skill-based curriculum. The depth studies for year 11 and

year 12 students are introduced to provide deep knowledge and skill on the topics and the context

have been reduced to provide flexibility for teaching content in-depth and some new content are

added. Furthermore, inquiry questions in the syllabus provide a focus to the teaching and learning

content and the mathematical principles are used for analysis (NESA,2017). Assessment and

evaluation together help educators to make a decision about learning experience of the future

students (Gathercoal,1995). In addition, reporting intrinsically connected to the assessment and

evaluation of the assessment process (Gathercoal,1995). The report of students, academic

achievements not only help students for further study or future employment, but it also provides

indirect information for administrators to make a judgment about educators and the study of course

(Gathercoal,1995). As a result, the teachers need to think of assessment, evaluation and reporting

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all together as a part of the process to provide information about individual students, educators,

course, and curriculum.

Reference

1. Australian Institute for Teaching and School Leadership (2018).

Teacher Standards. Retrieved from https://www.aitsl.edu.au/teach/standards

2. Boud, D., & Falchikov, N. (2006). Aligning assessment with long‐term learning. Assessment
& Evaluation in Higher Education, 31(4), 399-413.

3. Department of Education and Training. (2018). The High Impact Teaching Strategies
2018.Retrieved from
http://www.education.vic.gov.au/documents/school/teachers/support/highimpactteachstr
at.pdf

4. Eklöf, H., & Nyroos, M. (2013). Pupil perceptions of national tests in science: Perceived
importance, invested effort, and test anxiety. European Journal of Psychology of Education,
28(2), 497-510. Retrieved from http://www.jstor.org.ezproxy.uws.edu.au/stable/23421906

5. Enhancing Student Learning through Assessment and Feedback

https://www.dit.ie/media/ditlttc/documents/assessment_toolkitv_07_04_2008.pdf

6. Goubeaud, K. (2010). How is Science Learning Assessed at the Postsecondary Level?

Assessment and Grading Practices in College Biology, Chemistry, and Physics. Journal of
Science Education and Technology, 19(3), 237-245. Retrieved from
http://www.jstor.org.ezproxy.uws.edu.au/stable/40607100

7. Gathercoal, P. (1995). Principles of Assessment. The Clearing House, 69(1), 59-61. Retrieved
from http://www.jstor.org/stable/30185862

8. Keeley, P., F., Eberle, and J. Tugel. 2007. Uncovering Student Ideas in Science: 25 More
Formative Assessment Probes, Volume 2. Arlington, VA: NSTA Press.

9. Killen, R. (2005). Programming and assessment for quality teaching and learning. Southbank,
Vic.: Thomson Learning

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10. Matters, G. (2005). Designing Assessment tasks for Deep Thinking. Curriculum
Corporation Conference, Brisbane, 3 June CONF PAPER AVAIL ONLINE AT
http://cmslive.curriculum.edu.au/verve/_resources/Matters_edited.pdf

11. Nicol, D., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning:
A model and seven principles of good feedback practice. Studies in Higher Education, 31(2),
199-218.

12. NSW Education Standards Authority (NESA). (2017). Assessment and

Reporting in Physics Stage 6. Retrieved from
https://syllabus.nesa.nsw.edu.au/physics-stage6/

13. NSW Education Standards Authority (NESA). (2017). Physics Stage 6: Guide to New NSW
Syllabus. Retrieved from
https://syllabus.nesa.nsw.edu.au/assets/global/files/guide-to-the-new-syllabus-in-physics.pdf

14. NSW Education Standards Authority (NESA). (2017). The principle of effective assessment
in Physics Stage 6. Retrieved from
https://syllabus.nesa.nsw.edu.au/support-materials/principles-of-effective-assessment/

15. NSW Education Standards Authority (NESA). (2017). Purpose of assessment in Physics Stage
6. Retrieved from
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-
curriculum/assessment/assessment-in-practice/purpose-of-assessment

16. Shepard, L. (2009). The Role of Assessment in a Learning Culture. Journal of Education,
189(1-2), 95-106.

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