Learning of Key Knowledge and Skills as Stipulated in the Current VCE Study Design - Accounting Assignment Help

Assignment Task:

Task:

You are to devise two original tasks suitable for assessing senior secondary school students’ learning of key knowledge and skills as stipulated in the current VCE Study Design. The first of the assessment tasks should cover the following points:

• It is to be an innovative, authentic task. It should not take the form of a test or examination.

• It should be suitable to assess an element(s) of a single Outcome from within Unit 1 or Unit 2. Be sure to state the relevant key knowledge and skills involved as they appear within the Study Design. A small number of relevant knowledge (and skill) points can be appropriate to assess a Unit 1 or 2 Outcome for the purpose of this particular task.

• Instructions for students together with any required resources are provided.

• Assessment criteria and a rubric accompany the task. The second of the assessment tasks should cover the following points:

• The role of the assessment is summative (a SAC).

• It should be suitable to assess a component of a single Outcome from within Unit 3 or Unit 4. Be sure to state the relevant key knowledge and skills involved in the task as they appear within the Study Design. The minimum number of key knowledge points covered from within a given Outcome, independent of key skills, can be set at six.

• Instructions for students together with any required resources are provided.

• The assessment task should draw upon Bloom’s taxonomy.

• Marks are allocated to each question.

• Suggested answers and a marking guide are included. Additional completion requirements:

• Both assessment tasks should be set out as you would present them to students.

• Attach any required teacher advice/notes and support materials for the assessment tasks.

• Upload to the relevant Moodle dropbox as a single word document.

• This task is to be completed individually Further support for the frst assessment task:

• The key knowledge and skill points stated at the outset of the task should represent the central elements of the rubric standards. In turn, the connection between the standards and the included task components should be identifiable.

• The listed assessment criteria can be placed alongside the rubric to guide the formulation of standards.

Further support for the second assessment task:

• Be mindful of the extent to which past VCAA examinations are directly utilised if a comparable type of assessment task is selected as the basis for assessing a Unit 3 or 4 Outcome. Previous examinations should be utilised as inspiration/the basis for the construction of your own questions and the related provision/sourcing of relevant material. It is expected that the SAC contains both originally formulated questions and answers (with appropriate paraphrasing and in-text citation/referencing where required).

• Let the selection of key knowledge and skill points involved be a guide to the number of included questions. The quality of the task design and the types of questions asked of students should be given precedence over quantity. The marks allocated to the relevant Outcome as per the Study Design may be considered but flexibility is permitted as to the total number of marks made available for students to attain.

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