ABC High School

Physics Assessment Task 1

Weighting Total Marks

20% 40
Syllabus Outcomes Assessed:
Outcomes assessed
A student:
 PH12-13 explains and analyses the electric and magnetic interactions due to charged particles
and currents and evaluates their effect both qualitatively and quantitatively.
 PH11/12-1 develops and evaluates questions and hypotheses for scientific investigation
 PH11/12-2 designs and evaluates investigations in order to obtain primary and secondary data
and information
 PH11/12-3 conducts investigations to collect valid and reliable primary and secondary data and
information
 PH11/12-4 selects and processes appropriate qualitative and quantitative data and information
using a range of appropriate media
 PH11/12-5 analyses and evaluates primary and secondary data and information
 PH11/12-6 solves scientific problems using primary and secondary data, critical thinking skills
and scientific processes
 PH11/12-7 communicates scientific understanding using suitable language and terminology for a
specific audience or purpose
 Outline of the task
Students are required to design a working model of any one:

electric DC motor

or

electric generator

And deliver a presentation of their model.

Students submit a proposal before the construction of the model

Students are required to maintain a log book and submit the log book to the teachers.

Students submit a 1000-1500 words report of the model to the teacher.

Task Description

Proposal

Students are required to investigate methods to design a working model for an electric DC motor or a

simple loud speaker. Students write a method for the designing of the model of their choice, risk

assessment and the equipment needed for the model preparation and submit it to teacher.

The proposal is to communicate what and how the student will investigate. The teacher will provide a

template to the students to complete the proposal.

Log book

The student log book must contain all work conducted with relevant dates. It will commence during

planning and continue throughout investigation. This working document may include handwritten notes,

annotated sketches and appropriately referenced relevant data sources and information. It should be

detailed and a support document to the final report. The log book must be presented in its original form

and will not be marked for neatness or structure, it must however be legible for the marking process.

Investigation Report
The investigation report should include the broad sections outlined below and is limited to 1500 words.

The report should be Calibri font, 2.0 spaced and submitted as a hard copy and a soft copy. Suggested

word limits are shown for each section.

ABSTRACT - (150 words)

A short summary of the project and its finding.

INTRODUCTION - (400 words)

Background research to formulate the investigation prior to carrying out the task. All data sources

should be referenced.

AIM and HYPOTHESIS

A simple statement of the aim of project and hypothesis

APPARATUS

A list of all the equipment and instruments used.

METHOD - (300 words)

Describe in detail each step performed to build the model and present them in sequential order. The

method should be written in past tense and include labelled scientific diagrams and risk assessment.

DISCUSSION - (450 words)

Analysis and evaluation of the experimental methodology, including accuracy, reliability, validity in

addition to showing trends and relationships.

RESULTS - (150 words)

The data collected in the investigation and any analysis such as calculations, tables and graphs.

CONCLUSION - (150 words)

Summation of the experimental findings in the context of the aim.

Oral Presentation

The presentation should include

 The scientific principle on which the model is based on

 The investigation and planning done to develop the model

 Evaluate your model in the presentation

 Advantages and limitation of the model

 Scope of improvement in the model.

The content of the presentation is based upon the report.

The oral presentation must be of no more than 10 minutes

Marking Criteria
Oral Presentation 10 marks
Investigation and Report 17 marks
Model Construction and Demonstration 10 marks
Word limit and Referencing 3 marks

Marking Guidelines

Oral Presentation (10 marks)

Standard Criteria Marks
 Presentation is well prepared notes are not referred or very rarely
A referred
 Speaks clear and with confident such that most of the listeners can 8 - 10
listen
 Uses formal language with some technical words and defines/explains
them appropriately
 Includes and explains relevant images in the presentation that makes
the presentation engaging
 Excellent use of graphics
 Finishes the presentation in 8-10 minute

 Well prepared with the presentation, but uses notes occasionally

B  Speaks clearly such that most of the listeners can hear
 Uses formal language with some technical words but fails to define 4-7
them
 Includes and explains relevant images in the presentation
 Good use of graphics
 Falls short or exceeds the time limit of 8-10 minutes
 Reads from notes frequently and does not seem prepared
C  Fails to speak clearly, such that most of the listeners cannot hear
 Uses informal language and phrases that the audience fails to 1–3
understand
 Disengaging presentation
 Fails to include and explain relevant images in the presentation
 Finishes the presentation in less than 6 minutes
D  Fails to present
0

Model/Demonstration (10 marks)

Standard Criteria Marks
 Design a model of a motor or generator that illustrates electromagnetic
A principles 8 - 10
 Safely carry out model construction, identify hazards/risks and
precautions
 Design a model that enables the collection of reliable and valid data
  Design a model of motor or generator that illustrates some
B electromagnetic principles of device identified 4-7
 Safely carry out model construction, identify some hazards/risks and
precautions
 Design a model that enables the collection of some reliable and valid
data
 Design a model of motor or generator that illustrates at least one 1–3
C electromagnetic principle of device identified
or
 Safely carry out model construction
or
 Design a model that enables the collection of data

 Fails to complete the model 0

D

Investigation (5 marks)
Standard Criteria Marks
 Demonstrate an extensive understanding of the use of
A electromagnetism in the constructed model 5
 Provide a detailed understanding of the law of conservation of energy
and how it applies to the model, including energy efficiency
 Relate the operation of model to relevant principles and laws
 Present information coherently in logbook to show variables measured
and results evaluated
 Show a thorough understanding of the use of electromagnetism in the
B constructed model 4
 Provide a general understanding of the law of conservation of energy
and addresses energy efficiency or provide a detailed understanding
of the law of conservation of energy and how it applies to the model
 Outline most of the relevant principles and laws
 Present information in logbook to show variables measured and
results evaluated
 Indicate a sound understanding of the use of electromagnetism in the 3
C constructed model
 Indicate a sound understanding of the law of conservation of energy
 Outline some of the relevant principles and laws
 Present measured variables clearly in logbook

 Indicate a basic knowledge of the use of electromagnetism in the 0-2

D constructed model
Or
 State the conservation of energy law
Or
  Identify a relevant principle or law

Report
Standard Criteria Marks
 Provide notes and analytical reflections in logbook 9-12
A  Collect reliable and valid data and sources of appropriately referenced
information
 Present clearly represented data and correctly labelled, appropriate
diagrams of model in logbook
 Show clear evidence of problem-solving and adjustments as part of
methodology, with problems/issues recorded and adjustments made to
solve problems
 Write an inquiry question and a hypothesis which can be tested using
their model
 Determine all variables
 Provide notes and some reflections in logbook
B  Collect some reliable and valid data and sources of some referenced 6-8
information
 Present some data and labelled diagrams of model in logbook
 Show some evidence of problem-solving and adjustments as part of
methodology, with an issue/problem identified and an adjustment
made
 Write an inquiry question and a hypothesis which can be tested using
their model
 Determine all variables

 present a logbook containing some information 1-5

C  collect data and some information recorded in some form of
bibliography
 present some data and diagrams in logbook
 show some attempt to problem-solve in development of model
OR
 show an adjustment as part of methodology
 Write an inquiry question and a hypothesis which can be tested using
their model
OR
 Determine all variables

 Fails to submit the report 0

D

Word Limit and Referencing (3 marks)

Standard Criteria Marks
 Report has all sections that are mentioned in the Task Description
A  Report follows the word limit 3
 Provides a comprehensive range of references (including but not
constrained to scientific textbooks, journals, articles, websites and
 videos)
 Correctly cites the in-text referencing and bibliography according to the
Harvard referencing style
 Report has all the sections that are mentioned in Task Description
B  Word limit is neglected in some sections 2
 Provides varied range of references (including scientific textbooks,
websites and videos)
 Most of the references are correctly cited in Harvard referencing style
 Report does not have all the sections that are mentioned in Task 1
C Description
 Word limit is neglected
 Provides limited references (scientific textbooks or websites or videos)
 Some of the references are correctly cited in Harvard referencing style
 Fails to submit the report 0
D
Part-2
Evaluate the importance of assessment and approaches to feedback and assessment design that will
inform your practice in your teaching area

Assessments need valuable and precise information for the evaluation of the work.

Assignments, practical investigations, class examinations, written tests, class discussions,

poster or oral presentations are some of the examples which are undertaken by schools to

assess the learning of students. Assessments have a critical role in schools for the teachers

to understand the progress of students learning, it gives input and it advises instructors on

the best way to enhance future practice. Assessments helps a teacher understand about the

content knowledge of the students and additionally it provides feedback for the teacher to

assess and improve their individual method of teaching and delivering the content to the

students. In the above assessment task students plan and conduct an investigation to

develop a model further testing their own hypothesis while building the model. Although,

there are numerous advantages of assessments, there are drawbacks, for instance student

test anxiety, pressure, validity and reliability of the standardised tests. Assessments must be

used as a tool to know students understanding and knowledge of the content as contrary to

rank students.

Assessments must be utilized constructively to improve learning of the students and to keep

a record of students understanding and knowledge of the content. Formative assessment is

the form of assessment that takes place amid learning and keeps a track of scholastic

improvement of the students, thus allowing the educators to respond to the learning needs

of the students (Australian Institute for Teaching and School Leadership [AITSL], 2017). It

additionally enables instructors to evaluate and modify their pedagogical practices to

improve the learning experience of the students (Shute & Kim, 2013). When conveyed amid

and all through the task formative assessments deliver the best outcomes (Keefer, Wilson,
Dankowicz & Loui, 2014). The ‘Detailed Task Description’ provides students with a scaffold

along-with formative assessment that helps them assess their learning as they work through

the task. Summative assessments are done at the finish of a unit to grade students as per

their academic accomplishment (AITSl, 2017). Summative assessments lays focus on grading

the learners based on their accomplishment of the task, however formative assessment

provides an opportunity to record the progress of students as the task or learning

progresses (AITSL, 2017). Shute and Kim (2013), affirm that summative assessments supress

the concept of evaluation as tracking the learning of students through the course of an

activity, task or learning.

Test anxiety is one of the negative aspects of assessment, anxiety is the biological response

body has which affects the ability to concentrate, sleep and perform daily tasks is one of the

effects of high-stake testing in students. The National Assessment Program-Literacy and

Numeracy (NAPLAN) and Higher School Certificate (HSC) are high stake tests conducted in

Australia. High stake testing has a significant impact on students, resulting in test anxiety in

students due to the fear of failure in the tests (Anxiety and Depression Association of

America [ADAA], 2016). Test anxiety is additionally portrayed by factors, like, negative over-

excitement and pressure, amid high stakes testing (ADAA, 2016). High stake testing has a

considerable impact on the learning experiencing of the students. High stake testing

confines the learning experience for the students and limits the development of various

skills and literacy required in daily life (Au, 2008). Anagnostopoulos (2003) mentions that

high stake testing limits the focus of students to the content important to achieve good

grades in the test, which results in excluding important elements of the content. As per the

research conducted in United States, Paris (2000) argues that high stake testing encourages

the focus of learning in achieving outcome instead of gaining knowledge and improving
skills, moreover it also promotes lower-level thinking. Due to the high-stake tests and

anxiety students suffer from physical sickness for instance continuous sweating, nausea and

so on (ADAA, 2016). It is proven by multiple studies that test anxiety affects academic

growth negatively and deteriorate the academic progress of a learner (Braden, Osborne &

Wilson, 2015; Khalaila, 2015; Alzahrani & Stojanovski, 2017). NSW Education Standard

Authority (NESA) (2017) in Stage 6 Physics has restricted schools in the number of written

examinations that they can conduct to deal with the problem of test anxiety in students. In

Stage 6 Physics, schools can conduct only one formal written examination other than HSC as

per NESA (2017). This promotes the teachers to develop diverse assessment tasks that are

more advantageous to evaluate the learning and understanding of the content knowledge.

Due to test anxiety a student may not perform up to his/her potential causing false scholarly

achievement and a correct impression of students understanding cannot be obtained.

One of the benefits of assessment is giving feedback. To understand and to know the

development of students learning in class, their understanding of concepts and knowledge

of content, along-with the success of teaching strategies implemented by teacher’s

assessment acts as a feedback for the educators (Peterson & Irving, 2008; Shute & Kim,

2013). Feedback to the students on their assessment tasks must be given in time so that the

students can work on the feedback as they can recall the work they had done (Department

of Education and Communities, 2015). Criticism should be relevant and feasible to bring in

action to promote adjustment and change in future evaluation (Department of Education

and Communities, 2015). Feedback must include the positives and the negative aspects of

the performance of student. It must acknowledge what the learner did well and constructive
criticism to improve on the errors done in the test. It is important to note that the self-

evaluation of student of an assessment must not hamper the final assessments grade of

student (Keefer at al., 2014). A feedback to the teachers is obtained by assessments about

the success of their teaching technique and the understanding of course content by the

students (Bansilal, 2017). Assessment is thus compelling as a method for input to check

learners understanding and to advise learners for their future practice.

Standardised testing is one of the drawbacks of assessments. Test anxiety is one of the

results of standardised testing, moreover these tests may be unjust or discriminatory

(Gibson, 2011). These tests are generally written tests, for instance HSC and NAPLAN, they

may be disadvantageous to some students who portray their knowledge in a much better

way by speaking on the topic or developing a project or by graphical or pictorial

representation (Gibson, 2011). Standardised testing regularly delivers erroneous and

questionable proportions of scholastic accomplishment in learners who have low proficiency

aptitudes (Gibson, 2011). These tests thus cannot deliver an appropriate result of students

understanding of content. Literacy skills of students are focused more in written

standardised tests, so it becomes a major disadvantage for students with inadequate

literacy skills and thus these tests can give teachers a deceiving feedback about the

academic progress of students.

The assessment outline above is content driven, however it encourages and allows students

to use their ICT skills to gather evidence for the report and conduct investigation to come up

with a method for the building of their model. Assessment task must be well organised to

obtain the ideal result. Assessment task must not be meant to just grade students instead
they should be able to track the progress of students learning and understanding. Thus,

assessment tasks need to be developed with utmost care that it acts positively for the

student’s well-being and overall development.

References

Alzahrani, A., & Stojanovski, E. (2017). Assessment of anxiety on mathematics for students

in secondary school in Qatar. International Congress on Modelling and Stimulation,

52(1), 1517-1522.

Anagnostopoulos, D. (2003). Testing and student engagement with literature in urban

classrooms: A multi-layered perspective. Research in the Teaching of English, 177

212.

Anxiety and Depression Association of America (ADAA). (2016). Test anxiety. Anxiety and

Depression Association of America.

Au, W. (2008). Between education and the economy: High‐stakes testing and the

contradictory location of the new middle class. Journal of Education Policy, 23(5),

501-513.

Australian Institute for Teaching and School Leadership (AITSL). (2017). Formative

assessment in the classroom. Australian Institute for Teaching and School

Leadership.

Bansilal, S. (2017). An exploration of the assessment and feedback practices in a practical

teaching intervention for in-service teachers. International Journal of

 Educational Sciences, 8(1), 23-35.

https://doiorg.ezproxy.uws.edu.au/10.1080/09751122.2015.11917589

Braden, A. M., Osborne, M. S., & Wilson, S. J. (2015). Psychological intervention reduces

self-reported performance anxiety in high school music students. Frontiers in

Psychology, 6(195), 1-9. https://doi.org/10.3389/fpsyg.2015.00195

Department of Education and Communities. (2015). Types of feedback. Public Schools NSW,

NSW Government.

Gibson, L. C. (2011). English learners left behind: Standardised testing as language policy.

International Journal of Bilingual Education and Bilingualism, 14(3), 364-366.

https://doi-org.ezproxy.uws.edu.au/10.1080/13670050.2011.555992

NSW Education Standards Authority (NESA). (2017). Assessment and reporting in physics

stage 6. NSW Education Standards Authority.

Keefer, M. W., Wilson, S. E., Dankowicz, H., & Loui, M. C. (2014). The importance of

formative assessment in science and engineering ethics education: Some evidence

and practical advice. Science and Engineering Ethics, 20(5), 249- 260.

Khalaila, R. (2015). The relationship between academic self-concept, intrinsic motivation,

test anxiety, and academic achievement among nursing students: Mediating and

moderating effects. Nurse Education Today.

https://doi.org/10.1016/j.nedt.2014.11.001

Paris, S. (2000). Trojan Horse in the Schoolyard; the hidden threats in high stakes testing,

Issues in Education, Vol. 6, No. 1/2, pp. 1-8.

Peterson, E. R., & Irving, S. E. (2008). Secondary school students’ conceptions of assessment

and feedback. Learning and Instruction, 18(3), 238-250.

Shute, V. J., & Kim, Y. J. (2013). Formative and stealth assessment. Handbook of Research on

Educational Communications and Technology, 311-321.

https://doi.org/10.1007/978-1-4614-3185-5_25