Unit 3 SACs

1. Unit 3 SACs Ross Down & Erin Wilson

2. Administering School Assessed Coursework in the new Units 3 & 4 Psychology Study Design. What has to be done?

3. A general overview of Units 3 & 4 in the new Study Design before focussing exclusively on Unit 3. Students will have to undertake a pair of tasks to meet each of the two Outcomes for each unit. i.e. one pair of tasks per Outcome and 4 tasks per Unit

4. Unit 4 Unit 3 T Outcome 1 Outcome 1 T Task 1 Task 2 Task 1 Task 2 Outcome 2 Outcome 2 Task 1 Task 2 Task 1 Task 2

5. Pairs of tasks must be chosen from the lists of tasks in Pair A and Pair B outlined for Unit 3 (p. 27) & Unit 4 (p. 33) in the Study Design.

7. It doesn’t matter whether you choose 2 tasks from Pair A or Pair B for Outcome 1, but you must then choose 2 tasks from the other pair for Outcome 2in the Unit. Remember: There are now only 2 Areas of Study per Unit.

8. In both Units 3 & 4, Pair A contains a mandated task. For Unit 3 the mandated task is a Report of a Research Investigation conducted by the student. In Unit 4 the mandated task is an Annotated Folio of Practical Activities.

9. This may cause us to think about which of the 2 Outcomes we’ll choose choose for the mandatory task. i.e. the very nature of these mandatory tasks may influence the Outcome to which you choose to attach it.

10. Now…….let’s focus our thoughts on Unit 3

11. Given that the mandatory task in Unit 3 is a Report on a Research Investigation conducted by the student, you may find it easier to administer this task with Outcome 2: ‘Memory’, than with Outcome 1: ‘Mind, Brain & Body’.

12. If so, then the other task for Outcome 2 must also be chosen from Pair A. • The choice is from: • a data analysis • a media response, or • a test

13. What will influence which of these three options you choose? • Ease of the task for you to administer? • Ease of the task for • students to undertake?

14. Potential for students to achieve the highest grade? • Ability of the task to address most of the components of the Outcome or at least those not yet addressed by the Report • on a Research Investigation? • Ease of correction of the task?

15. Our final decision might be driven by a combination of these factors - an Outcome that’s good for you, good for the VCAA, and good for your students.

16. Most research is specific in the content it addresses, so there is probably a lot of the Outcome still to address. Teachers are meant to try and address most components of any given Outcome.

17. This may mean that many teachers will choose a Test because it’s easier to be comprehensive with a Test.

18. Teachers sometimes feel that Tests provide the best preparation for examinations. However, it is important to consider the different learning styles and abilities of your students. Ideally, we should provide a range of tasks to fulfil the Outcomes throughout the unit. Annotated Folio Data analyses Tests of practical activities Oral presentation Essays Visual presentations Experiments Evaluation of research

19. Assessment of SACs

20. A set of generic principles apply to all forms of VCE assessment : • SACs, examinations, oral presentations, solo and group performances, folios of work, etc.

21. VCE assessment will be valid • VCE assessment should be fair and reasonable • VCE assessment should be • equitable

22. VCE assessment will be balanced • VCE assessment will be efficient

23. Making SAC assessment part of teaching and learning

24. The following four steps are crucial in developing an appropriate and effective SAC task. • Step 1: Define the parameters of an outcome and its related assessment task options. Step 2: Examine the assessment advice. Step 3: Determine teaching and learning activities. Step 4: Design the assessment task

25. Outcome statement Key knowledge Key skills Performance descriptors – generic statements of achievement for different levels of performance within a given outcome – i.e. they apply to whichever tasks are used for an outcome.

26. Outcome Based SACS • VCAA Psychology Assessment Handbook • The most important publication to refer to for all assessment information for both School-Assessed Coursework and the Examinations.

27. Includes advice on • VCE assessment principles • School-assessed Coursework • Scope of tasks • Designing the assessment tasks • Making assessment part of teaching and learning

28. Plus: • School-assessed Coursework • Unit 3 Performance descriptors • Unit 4 Performance descriptors • Sample approaches to School-assessed Coursework

29. Let’s have a look at how the assessment handbook outlines how to best design SACs that cater for the outcomes in Units 3 & 4 Psychology. • A few steps to consider in designing outcome-based SACs

30. Step 1: Define the parameters of the outcome and its related assessment task options. For Outcome 1: • Explain the relationship between the brain, states of consciousness including sleep, and behaviour, and describe the contribution of selected studies and brain research methods to the investigation of brain function.

31. Bloom’s Taxonomy, and the instruction/command terms within each outcome, give us an idea of the requirements and types of questions we should develop for students in the task itself.

32. To explain students should be able to access the understanding thinking skills in Bloom’s taxonomy - interpreting, summarising, paraphrasing, classifying, explaining • To describe, students should be able to access the remembering thinking skills in Bloom’s Taxonomy – Recognising, listing, describing, retrieving, naming, finding

33. Then select the pair of tasks for the Outcome Let’s select Pair B Two of the following tasks: an evaluation of research, an essay, a media response, an annotated folio of practical activities, an oral presentation using two or more data types, a test or a visual presentation (25 marks each).

34. Task Selection • The tasks you will select will depend on your students and how you believe you can best cover all aspects of the outcome. • The tasks you select will not need to necessarily cover every single key knowledge dot point or every single key skill but it should be:

35. a fair representation of the outcome (cover all aspects in the outcome) and • allow the students to demonstrate the highest level of performance.

36. There should also be a wide variety of tasks chosen where possible to allow all students to demonstrate the highest level of performance. • The Unit 3 examination is the task designed to be the assessment task that assesses students on every key knowledge dot point and key skill.

37. What tasks could suit each outcome? • Thinking about including a wide range of tasks for the first part of Outcome 1, ‘Explain the relationship between the brain, states of consciousness including sleep, and behaviour, probably lends itself to a test or visual presentation (annotated poster)

38. The second part of Outcome 1, describe the contribution of selected studies and brain research methods to the investigation of brain function, probably lends itself to an evaluation of research or media response task.

39. For Outcome 2 • Compare theories that explain the neural basis of memory and factors that affect its retention, and evaluate the effectiveness of techniques for improving and manipulating memory.

40. To compare, students should be able to access the analysing thinking skills in Blooms taxonomy - Comparing, organising, deconstructing, interrogating, finding • To evaluate, students should be able to access the evaluating thinking skills in Blooms taxonomy - Checking, hypothesising, critiquing, experimenting, judging

41. As pair B was selected for Outcome 1, pair A must be used for Outcome 2 • Pair A: • a report of a research investigation conducted by the student (30 Marks). • And • one of the following tasks: a data analysis, media response or test (20 Marks).

42. The first part of Outcome 2, • ‘compare the theories that explain the neural basis of memory and factors that affect its retention’, • really lends itself to any of the three options – media response, data analysis, test

43. While the second part of Outcome 2, • ‘evaluate the effectiveness of techniques for improving and manipulating memory’ • definitely lends itself to the report on a research investigation

44. Step 2: Examine the assessment advice. • The performance descriptors in the assessment handbook should be referred to and be fully understood • They give a clear indication of qualities and characteristics that you are looking for in a student response.

45. Marking the task should be based on the performance descriptors in the Assessment Handbook. • The performance descriptors can be adapted into a marking scheme, which should be explained to students before starting the task.

46. What do the performance descriptors look like? • Outcome 1 • MARK RANGE • DESCRIPTOR: typical performance in each range • 25–30 marks/21–25marks/17–20 • Comprehensive and accurate explanation of the role of the brain in relation to states of consciousness and behaviour. Accurate and coherent description of how brain research methods are used to investigate brain function. Accurate and thorough description of how selected studies have contributed to an understanding of brain function. Advanced skills in scientific investigation and inquiry. Comprehensive and insightful application and communication of psychological information and understandings.

47. Outcome 2 • MARK RANGE • DESCRIPTOR: typical performance in each range • 25–30 marks/21–25 marks/17–20 • Thorough and accurate explanation of the theories of the neural basis of memory formation. • Comprehensive and detailed comparison of models for explaining human memory. • Sophisticated understanding of factors that affect memory retention. • Critical and insightful evaluation of the effectiveness of techniques for improving and manipulating memory. • Advanced skills in scientific investigation and inquiry. Comprehensive and insightful application and communication of psychological information and understandings.

48. Step 3: Determine teaching and learning activities. • Pre-task teaching and learning activities should also develop skills of: • investigating and inquiring scientifically, • applying psychological understandings • and communicating psychological information and understandings.

49. Step 4: Design the assessment task. • Following are examples of two teachers and the assessment tasks they decided on after completing Steps 1, 2 & 3.......

50. Teacher A decided on: • Outcome 1: Part 1 – Visual Presentation & • Outcome 1: Part 2 – Evaluation of Research • Outcome 2: Part 1 – Test & • Outcome 2: Part 2 – Research Investigation