Assessment Task/SAC Presentation Template

This article provides a template for Assessment Task/SAC Presentation. It includes justification, rationale, changes made, overview, and more.

Assessment Task / SAC Presentation Template
Activity Title: Presenters’ name:
Source of the activity (Reference and hyperlink)
Curriculum Area / Focus Area / Year Level VCAA Key Knowledge and Skill descriptors:

Justification and Rationale (you can use dot points):
Justification:
What are the features of the Assessment Task / SAC
 What did you do to change, annotate or create a new experience for this assessment
task / SAC?
Changes were being made as per the assessment task and learning outcome requirement,
for the student who were not learning as per the expected level were included with certain
strategies. These strategies were not highlighted before, for improving learning experience
of learner, certain changes were being made brining better experience to the assessment.
At first, change the teaching process, educator often need to change their teaching
approach if majority of learner are not getting proper learning. On the other hand, educator
need to focus on including class based activity which allow every learner to reflect on their
learning, learner is often asked to focus on providing more details about key learning and
education. At last, educator was asked to reflect on student learning ability.
 What changes did you make, based on examiner’s reports, VCAA advice to teachers?
The examiner report has highlighted certain changes to the assessment allowing educator to
improve quality of the report, there were certain changes, these are:
 The 3rd, 4th, 5th lesson and stage do not have any assessment and resource criteria
which means these are not mentioned in the report reducing the quality of the
assessment.
 Student will be asked to provide Venn diagram for the clear assessment of the unit,
student asked to present this diagram in front of other student.
 Inclusion of the resource allowing educator to improve their quality of the
assessment, learner is often asked to include verbal question and answer.
 The assessment of lesson 5th will be done on the basis of model DNA/RNA which
means assessment will cover outcome of this unit.
Include a brief overview of the Assessment Task / SAC
 Where does the assessment task fit within the overall unit?
SAC tool place at the end of the unit 4 Area of study 1: focusing on curriculum on science
including two criteria, these are:
 First strand: This will cover science topic including biological science, chemical science,
earth and space science and physical science covering important area of the
assessment, educator often focus on science topic and inclusion of science related topic
to classroom or assessment.
 Second strand: The second strand will focus on human endeavour comprises of the
development of conceptual understanding on science and use of science to influence
the assessment and requirement of the assessment. Second strand will cover the area
of study which have direct focus on curriculum on science and human study.
 What important preparation/experiences have the students undertaken prior to the
assessment task?

 Learners have to read, discuss and elaborate set tests for the unit in the classroom
allowing them to reflect on their learning during the period, learner are often asked to
focus on texts provided in the class.
 Learner become confident in science and will explore different area of the development,
learner is focusing on science and topic related to science allowing them to ensure
continuous learning.
 Learner will develop their critical thinking and key skills allowing learner to explore
different area of the development, learner will be crafting argument mapping process
allowing them to target informal logic.
 Learner will be familiar with the concept of science and active learning allowing them to
explore critical topic of the science and pushing learner to become effective in the
process.
 How does the assessment task inform you formatively about student learning / VCE
exam preparation?
 The assessment task informed me formatively about the learning process of the learner,
this allowed me to examine the learning ability of learner in the classroom focusing on
the topic of science. The argument with learner informed me about evaluating ideas and
arrangement of the key findings to address these question.
 The assessment task informed me formatively about the learner’s knowledge and ability
to address science topic, learner is often asked to reflect on their knowledge and
understanding about the science topic, they need to highlight key learning outcome
allowing them to explore different area of the learning.
 The assessment task informed me formatively about the critical thinking ability of the
learner and helped me to explore different area of the development, critical thinking
ability is being reflected by the learner in the process.
Rationale:
What is your rationale for making these changes?
 Explain the evidence base for why you made these changes (peer reviewed literature)
According to CohenMiller, Shamatov and Merril, (2018), teaching strategies may differ from
topic to topic which means each educator have their own style and way of teaching their
learner. For the science topic, educator have certain type of teaching strategy allowing them
to explore different area of the development, science teaching may require those requirement
allowing learner to become confident, science is one of the most complex topic to be studied
in the process. Science is major topic, educator and learner compile with certain learning
ability and growth aspect, these changes are necessary allowing learner to become confident
and educator to provide effective teaching.
 Did you make changes, so that it is authentic and engaging? Or, so that it links to your
teaching philosophy? Perhaps you changed it to make it valid and reasonable, equitable,
efficient or balanced?
 Learning and education in this assessment is completely authentic and engaging
through deep learning and discussion allowing learner to evaluate philosophical
arrangement and allowing them to focus on complex topic of the science.
 Engaging because learner have capacity to explore different area of the learning, learner
have capabilities to choose topic of science and related article allowing them to explore
deep knowledge.
 This assessment is based on teaching philosophy consider by the educator in the
process, these are valid and reasonable change to balance the quality of the study.

Include a brief explanation of how the assessment task or SAC informs you formatively
about student learning.
 Include here, anything else that will inform your peers about the rationale for the design
of the assessment task
Due to the completion of assessment over adjusted time period, learner are often need to be
familiar with the science topic included in the study.
References (Harvard, not included in word count)
CohenMiller, A.S., Shamatov, D. and Merril, M., 2018. Effective teaching strategies: A
brief overview.
Appel, M.S., 2019. A Statement for a New Era: The Association for Institutional Research
Statement of Ethical Principles. New Directions for Institutional Research.
2019(183). pp.39-45.
Skehan, L., 2018. Growing High Standards: Using the AITSL standards to develop your
teaching. Agora. 53(3). pp.26-33.
PART B REFLECTION
1. Statement for assessment task
I have specifically taken up this assessment task to ascertain the study of feasibility
that is more often than not included in the spectrum of higher national and international
education. This has always been an integral part of the defining structure of the educational or
academic criteria based on which I have cautiously taken up the task of committing to this
assignment. I will hereby properly provide a clear statement for this task assessment that has
been based on my subject specialization of science. The main purpose or rationale behind it is
to assess and evaluate the feasibility of higher scientific studies that is surrounded by major
learning outcomes that depict how in diverse contexts the teachers and professors provide the
lesson plans and whether these appropriately relate to the students' already acquired
knowledge or not. This is so because science is a complex topic to teach and learn and that is
why I think it's imperative to state the teaching and learning purpose of it (Appel, 2019).
2. Reflection over way I have communicated justified rationale for design and annotations
Before I begin reflecting over the reason as to why I have communicated a justified
motive behind this particular research design it would be better to define and describe
concisely the term of design rationale. Basically design rationale denotes to an explicit
documented reasonable structure based on which various research related aspects and
decisions are then taken and implemented upon. I think this has precisely helped me in the
process reflecting and pondering over the way I have communicated certain required
rationale and annotations to the cited texts and pictures. The gist of it contains that firstly I
wrote my rationale with a proper background on my already gathered and compiled research.
Next I thought of jotting down what are the various aspects or points that as per me seemed

missing. I believe that open questions give more space to the underlying topic's depth so that
research gaps in its literature could be addressed.
3. AITSL standards
The abbreviated form of AITSL in its full form is read as the 'Australian Professional
Standards for Teachers' which is basically a standard procedure used within the higher
educational structures and institutions so that it could assist in the understanding and
development According to me the AITSL standards for maintaining professionalism of
teachers is also highly useful in assessing the criterion related to research design as well as
feedback (Skehan, 2018). During the process of my reflective feed back with aligning
relevant annotations, I also identified that there were two main AITSL standards that
resonated with effective feedback practices in my undertaken research project. These were
namely standard 2 – 'Know the content and how to teach it; and secondly standard 3 – 'Plan
for an implement effective teaching and learning'.
4. Strength and Weaknesses in term of designing
As per the three intellectuals namely Anna S. CohenMiller, Duishon Shamatov, and
Martha Merrill, there exists a lot of effective teaching strategies that I found were in perfect
contextual relation in this specific research designing. I also discovered that it is not only
more difficult in my specialization of science with its variations such as biology, chemistry,
earth and space studies but also in terms of research design process too I encountered both
strength and weak factors. The former ones were the increase in my power of observation and
inclusive participation and the weaknesses I witnessed comprised difficulty in analyses and
lack of time for collecting data.