STAGE 6 Chemistry YEAR 12 (2018)

ASSESSMENT TASK 2 – CHEMISTRY

Task Title: Scientific investigation report

Content Module 6: Acids/Base Reactions

Weighting 30%
Notification issue date Week 2, Term 2
Submission due date Week 6, Term 2

Typed scientific report (prepared at home) on primary (in class) and secondary
Nature of task sourced investigations (at home)

Task Description

As an environment protection officer, you are required to prepare a scientific report based on your
investigations to evaluate the effectiveness of neutralisation for rehabilitation of mining affected
acidic soils in Australia.

Your report must describe the purpose of investigation, present a review of literature on soil acidity and
effectiveness of neutralisation for rehabilitation of mining affected acidic soils, provide evidence of a first-
hand practical investigation and present an evidence-based argument on neutralisation as a solution to
Australia’s growing concern of soil acidity.

Word limit: Maximum 1800 words

Stage 6 Outcomes Assessed

CH12-13 describes, explains and quantitatively analyses acids and bases using contemporary models
CH11/12-1 develops and evaluates questions and hypotheses for scientific investigation
CH11/12-3 conducts investigations to collect valid and reliable primary and secondary data and
information
CH11/12-5 analyses and evaluates primary and secondary data and information
CH11/12-7 communicates scientific understanding using suitable language and terminology for a
specific audience or purpose

Student & Teacher to complete

Student Name: Date assessment Date assessment Student’s sign Teacher’s sign
notification received submitted

Marking Summary (for teacher to complete)

Your mark out of 50 Your grade (A-E)

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STAGE 6 Chemistry YEAR 12 (2018)

Rationale

pH of the soil contributes to its fertility. By affecting the nutrient availability in plants, soil pH directly
impacts the crop productivity. In Australia, soil acidity caused due to mining has resulted in significant loss
of plant productivity and restricted the choice of profitable crops. Soil acidity thus, forms a major
environmental and economic concern for Australia and demands for extensive research in the area.

This task provides you with an opportunity to put yourself in the shoes of an environment protection officer
and use scientific working skills. It allows you to research existing literature and develop an appreciation of
pH and degree of acidity in everyday life. The task enables you to examine the applications and
effectiveness of neutralisation for solving real-world problems. It encourages you to evaluate your research
through a first-hand investigation and develop an evidence-based argument on effectiveness of
neutralisation for rehabilitation of mining affected soils in Australia.

Detailed Task Description

Construct a scientific report (based on your investigations) to evaluate the effectiveness of

neutralisation for rehabilitation of mining affected acidic soils in Australia.
In order to prepare the report, you have to conduct an investigation, collect, analyse and evaluate the data
from primary and secondary sources on effect of neutralisation on mining affected acidic soils in Australia.
The investigations must be carried out in two phases as follows:

Phase 1 – Research-based investigation phase (secondary sources)

In this phase you will be required to research a variety of secondary sources to collect, analyse and
synthesise the data and, prepare a literature review based on your research (800 words).
Suggested areas of research to help you with your investigation:
- pH and its contribution to soil fertility
- characteristics of acidic and basic soils
- effect of mining on soil pH and plant productivity
- environmental and economic impact of soil acidity
- different strategies for rehabilitation of acidic soils
- neutralisation and its applications (in general)
- practice of using neutralisation to treat mining affected acidic soils in Australia and its results
- effectiveness and limitations of using neutralisation for acidic soils
- suggestions for improving the neutralisation-based rehabilitation practice

Phase 2 – First-hand practical investigation phase (primary source)

Based on your research in phase 1, you will:

- formulate a hypothesis on effect of neutralisation on acidic soils
- conduct a first-hand practical investigation to evaluate your hypothesis (procedure will be provided in
class for investigation to be conducted in week 5)
- develop an evidence-based argument on effectiveness of neutralisation for rehabilitation of mining
affected soils in Australia

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STAGE 6 Chemistry YEAR 12 (2018)
The report should directly relate to the above-mentioned investigations and follow the structure outlined
below:

Introduction
 Include an appropriate title for the investigation (for example, beginning from - to investigate, to
examine, to evaluate etc.)
 Include the purpose of investigation and elaborate on your reasons for researching the area and its
relevance to Australian environment and economy (statistical data from Australian Bureau of Statistics
can be included to support your argument)
 Outline the approach followed to collect and evaluate data from secondary sources (basis for selection
of sources) and primary sources (basis of validity and accuracy)

Literature review
 Use a variety of relevant and reliable sources to extract data (peer-reviewed journal articles,
newspaper articles, websites from educational institutions/government/scientific organisations etc.)
 Include data on suggested areas specified under phase 1 of the investigation task
 Evaluate the effectiveness of neutralisation to remediate acidic soils
 Synthesise the information to make connections, draw trends and relationships rather than summarising
or enlisting them.
 Use different means to present data including text, pictures and graphic organisers (Venn diagrams,
fishbone diagrams, pie charts, tables etc.)
 Evaluate the data with respect to its authenticity and errors

Hypothesis
 Based on your review of literature, formulate a hypothesis on effect of neutralisation on acidic soils.
 It is usually written as an ‘If …then...’ statement.
 It gives a prediction that can be tested/evaluated

Risk assessment
 Include the risks involved in conducting the first-hand practical investigation (can use RiskAssess for
students)
 Include safe work practices (refer to safety guidelines and ethical considerations)
 Present the risk assessment in a tabular form

Materials required
 Tabulate the chemicals, equipment, glassware and other material required
 Include the chemical formula, amount required and units of measurement of chemicals

Methodology
 Include a step-by-step procedure of conducting the first-hand practical investigation (often written in
points)
 Identify the dependent and independent variables
 Use only one tense – either past or present, throughout the methodology
 Include a picture or scientific diagram of equipment set-up

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STAGE 6 Chemistry YEAR 12 (2018)

Observations & Results

 Identify and record the initial soil pH values
 Identify and record the concentrations of limestone used
 Identify and record the change in pH values in neutralisation reactions
 Construct a graph to demonstrate the effect of neutralisation reaction on soil pH values

Discussion
 Synthesise your results and discuss them in relation to the effect of neutralisation on soil pH
 Include reason for the effect by including a balanced chemical equation for the reaction
 Discuss the effectiveness of neutralisation on remediation of soil acidity (link data from literature review
to the results of practical investigation)
 Evaluate your hypothesis in presence of available evidence from the first0hand practical investigation
 Identify the limitations of the practical investigation
 Discuss the ways for improving the reliability of data extracted from primary and secondary
investigations

Conclusion
 Write a short statement to justify the purpose of investigation and significance of conducting the
investigation.

References
 Enlist all the references for secondary sources used in the investigation
 Use the specified format for references (see below)

In-text citation

Single author: (Author surname, Year of publication)

For example: (Smith, 2017)

Multiple authors: (First author’s surname & Second author’s surname, Year of publication)
For example: (Smith & Hawkins, 2016)

Government department: (Name of department, Year of publication)

For example: Australian Bureau of Statistics, 2016)

For Reference list

Peer-reviewed journal article:

Author’s name. (Year of publication). Article title. Journal name, volume number (issue number), page
from-page to. Retrieved from weblink

Newspaper article:
Author’s name. (Year, Month & Date of publication). Article title. Newspaper name. Retrieved from
weblink

Government website:
Government department. (Year of publication). Title. Retrieved from weblink. Date accessed.

4
STAGE 6 Chemistry YEAR 12 (2018)
Assessment Criteria: A student
 Provides a clear and coherent description of pH, its relation to soil fertility and impact of soil acidity
on Australian economy to demonstrate an understanding of the purpose of investigation.
 Uses a range of reliable secondary sources to extract relevant data and information for research
investigation.
 Formulates and evaluates a hypothesis for investigation
 Evaluates and manages risks to safely conduct the investigation
 Analyses and evaluates the effectiveness of neutralisation on mining affected acidic soils to develop a
logical argument.
 Presents an effectively structured scientific report with correct use of scientific language and
terminology.
 Appropriately acknowledges and references all the secondary sources used in research using the
given format.

Checklist
(Students to tick the relevant boxes to ensure success in this assignment)
I have:
included a title, purpose and outline of the investigation
included a literature review on the suggested areas of research
included information from reliable and relevant sources
formulated an appropriate hypothesis for investigation
included a risk assessment for practical investigation
presented the observations and results using relevant format (table/graph)

evaluated the effectiveness of neutralisation on mining affected acidic soils to develop a

logical argument.

followed the specified structure for the report

included a list of references using the given format and not exceeded the word limit

Submission Instructions
You must construct a typed scientific report as per the outlined structure to present your investigation and
submit it to the teacher for assessment.
 Must be submitted in print as a single MS-WORD file (.doc /.docx format)
 The word file must include your name and class details
 Must be within the specified word limit – not more than 1800 words for the entire report
(including 800 words for literature review)
 This notification booklet (all pages intact) should also be duly filled and handed over to the teacher
along with the printed assignment by the submission due date.
 Assignments handed after the due date will incur deduction of 2 marks per day.

5
STAGE 6 Chemistry YEAR 12 (2018)

Marking Criteria
Outcome Criteria Mark distribution and Grade scale
assessed A B C D E
A student: (25-30) (19-24) (13-18) (7-12) (1-6)
Synthesises the literature to Synthesises the literature Moderate attempt to Mostly summarises the key Attempts to identify the
present a highly sustained and to present clear description synthesise the literature and points relevant to the key points relevant to the
Provides a clear and comprehensive description of of the subject. summarise the key aspects subject. Does not establish subject. Does not establish
coherent the subject. of the subject. any relationship between the any relationship between
description of pH, extracted information the extracted information.
its relation to soil
fertility and impact
Clearly examines the impact Clearly examines the Describes the impact of Outlines the impact of Identifies the impact of
of soil acidity on
of mining affected acidic soils impact of mining affected mining affected acidic soils mining affected acidic soils mining affected acidic soils
BIO12-13 Australian
on Australia’s environment acidic soils on Australia’s on Australia’s environment on Australia’s environment on Australia’s environment
economy, to
and economy. Uses evidence environment and economy. and economy. and economy. and economy.
demonstrate an
like statistical data to support
understanding of
the response.
the purpose of
investigation
(8 marks) Demonstrates an exceptional Demonstrates a good Demonstrates a sound Outlines the purpose of Identifies the purpose of
understanding of the purpose understanding of the understanding of the purpose investigation investigation
of investigation purpose of investigation of investigation

Extensively uses a wide Uses a good variety of Uses reliable sources (at Uses a combination of Mostly uses unreliable
Uses a range of variety of reliable sources reliable sources (more than least 6) to extract valid and reliable and unreliable sources to extract
reliable secondary (more than 6) to extract valid 6) to extract valid and accurate information sources to extract information
sources to extract and accurate information accurate information information
relevant data and
information for The selected sources are The selected sources are The selected sources are The selected sources are The selected sources are
research highly relevant and present a relevant and support relevant to the area of only moderately relevant to barely relevant to the area
investigation strong evidence of critical critical reading of the research the area of research of research
(3 marks) reading of the available available literature
BIO11/12-3 literature

Evaluates and Safely conducts the Safely conducts the Safely conducts the Safely conducts the Conducts the investigation
manages risks to investigation by effectively investigation by explaining investigation by describing investigation by identifying by identifying the risks and
safely conduct the evaluating and managing risks and managing risks and and managing risks and and managing the risks and safe work practices.
investigation by evaluating and employing employing safe work employing safe work employing safe work
(2 marks) safe work practices. practices. practices. practices.

Appropriately Appropriately acknowledges Appropriately Acknowledges the selected Acknowledges only some of Improper
acknowledges and all the sources used to inform acknowledges the selected sources used to inform the the sources used to inform acknowledgement of

6
STAGE 6 Chemistry
references all the research by presenting
secondary sources references in an accurate and
used in research consistent format.
using the given
format (2 marks)
Hypothesis follows the correct
Formulates and format of ‘If … then….’.
evaluates a Presents a strong
BIO11/12-1 hypothesis for understanding of the reviewed
investigation literature. Clearly predicts the
(3 marks) concept for testing and
evaluation.
Thoroughly analyses and
Analyses and critically evaluates the
evaluates the effectiveness of neutralisation
effectiveness of in rehabilitation of mining
neutralisation on affected acidic soils.
BIO11/12-5
mining affected
acidic soils to Develops an evidence-based,
develop a logical compelling argument to meet
argument (5 marks) the task demands and inform
future research.
Well-structured scientific
report adhering to the
provided structure.
- Title is accurate
- Materials and methodology
are clear and concise
Presents an
- Includes complete
effectively
observations and clear
BIO11/12-7 structured scientific
results and, presents them in
report
using appropriate formats
(5 marks)
(table/graph)
- Discussion is extensive and
critically evaluates the
hypothesis in view of
results; gives limitations of
investigation and suggests
improvement
sources used to inform the
research by presenting
references in an accurate
format.
Hypothesis follows the
correct format of ‘If …
then….’. Presents an
understanding of the
reviewed literature.
Predicts the concept and
makes sense.
Examines and evaluates
the effectiveness of
neutralisation in
rehabilitation of mining
affected acidic soils.
Develops a reasonable and
persuasive argument to
meet the task demands.
Clear and concisely
structured scientific report
adhering to the provided
structure.
- Title is accurate
- Materials and
methodology are clear
- Includes complete
observations and clear
results and, presents
them using appropriate
formats (table/graph)
- Discussion evaluates the
hypothesis in view of
results; gives limitations
of investigation and
suggests improvement
7
research by mostly
presenting the references in
an accurate format.
Hypothesis follows the
format of ‘If … then….’.
Presents a moderate
understanding of the
reviewed literature. Predicts
the concept, however is
slightly confusing.
Describes and highlights the
effectiveness of
neutralisation in
rehabilitation of mining
affected acidic soils.
Develops an argument to
meet the task demands but is
somewhat unclear.
Moderately clear but
somewhat inconsistently
structured scientific report
adhering to the provided
structure.
- Title is appropriate
- Materials and
methodology are
moderately clear
- Includes complete
observations and clear
results and, presents them
in somewhat appropriate
format (table/graph)
- Discussion explains the
hypothesis in view of
results
the research by presenting
references in a somewhat
accurate format.
Hypothesis does not follow
the format of ‘If … then….’.
Presents a moderate
understanding of the
reviewed literature. Does
not predict the concept.
Explains the effectiveness of
neutralisation in
rehabilitation of mining
affected acidic soils.
Develops a weak argument
that meets only some of the
task demands.
Moderately clear but
inconsistently structured
scientific report, not fully
adhering to the provided
structure.
- Title is somewhat
appropriate
- Materials and
methodology are clear
- Includes partially
complete observations and
results in form of
paragraphs
- Discussion outlines the
hypothesis and
summarises the literature
review
YEAR 12 (2018)
selected sources and lacks
accuracy in referencing
format.
Hypothesis not included or
does not make any sense.
Recognises the
effectiveness of
neutralisation in general.
Does not attempt to
develop an argument to
meet the task demands.
Report lacks clarity, does
not adhere to the provided
structure.
- Title is inaccurate or
inappropriate
- Materials and
methodology are unclear
and do not follow a
sequential approach
- Incomplete observations
and unclear results or
choice of inappropriate
format for representation
- Discussion only
summarises the literature
review
STAGE 6 Chemistry
- Conclusion is clear and
concise and directly relates
to the purpose of
investigation
Reflects a strong command on
Correct use of
scientific language, precise
scientific language;
and consistent use of correct
sticks to the word
words that are appropriate for
limit
tone and purpose of the task;
(2 marks)
work is within the word limit
- Conclusion directly
relates to the purpose of
investigation
Consistent and correct use
of scientific language and
words that are appropriate
for tone and purpose of the
task; work is within the
word limit
8
- Conclusion somewhat
relates to the purpose of
investigation
Correct and somewhat
consistent use of scientific
language and words that are
appropriate for tone and
purpose of the task; work is
within the word limit
- Conclusion somewhat
relates to the purpose of
investigation
Correct but inconsistent use
of scientific language and
words that may/may not be
appropriate for tone and
purpose of the task; work is
within the word limit
YEAR 12 (2018)
- Conclusion is absent/
unrelated to the purpose
of investigation
Includes scientific
language but use of words
is mostly incorrect or
inappropriate. Work may
or may or may not stick to
the word limit
STAGE 6 Chemistry YEAR 12 (2018)

Teacher Feedback

Outcome
Criteria Positive areas Areas that need improvement What can be done to improve?
assessed
Provides a clear and coherent
description of pH, its relation to soil
fertility and impact of soil acidity
BIO12-13 on Australian economy, to
demonstrate an understanding of
the purpose of investigation
Uses a range of reliable secondary
sources to extract relevant data and
information for research
investigation
BIO11/12-3
Evaluates and manages risks to
safely conduct the investigation

Formulates and evaluates a

BIO11/12-1 hypothesis for investigation

Analyses and evaluates the

effectiveness of neutralisation on
BIO11/12-5 mining affected acidic soils to
develop a logical argument

Presents an effectively structured

scientific report with correct use of
scientific language and
terminology; sticks to the word
limit
BIO11/12-7
Appropriately acknowledges and
references all the secondary sources
used in research using the given
format

9
 STAGE 6 Chemistry YEAR 12 (2018)

Student Reflection (to be completed by the student)

1. Does my research and writing focus on the key aspects of the assignment and meet the task demands?

2. Did I support my responses with appropriate evidences?

3. Was my word choice appropriate and presented my scientific understanding?

4. The most challenging part/parts of this assessment for me was/were ……

5. I believe my strength/strengths in this task was/were ……

6. I can improve my work by …….

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STAGE 6 Chemistry YEAR 12 (2018)

11
 DISCUSSION

Assessment forms an integral component of the teaching and learning process. It is a diagnostic tool

that allows identification of student abilities and evaluation of their learning outcomes and thereby, informs

student learning and teaching practice (Timperley, 2009). By assessing the student learning outcomes, it

judges the efficacy of a curriculum and the pedagogical approaches in use and thus, defines the overall

effectiveness of an education system (Cresswell, 2016). In addition, the assessment approach, design and

related feedback have a great influence on students’ learning pattern and education focus and therefore, must

be carefully planned and purposefully implemented (Surgenor, 2010). Keeping all this in mind, the above

assessment task was designed to assess the students’ intended learning outcomes and evaluate the

educational effectiveness. With a focus on assessing and polishing scientific working skills, the task

provides an opportunity to use inquiry as a tool for developing deeper understanding on the importance of

pH and neutralisation in everyday lives.

Assessment comprises a variety of dimensions, hence its importance can be understood by analysing

its level, purpose, scope, nature and impact (Muskin, 2015). In an educational context, assessment can be of

classroom, school or system-level, with each type having a specific purpose, such as fostering student

learning, evaluating student achievement, informing teaching practice or evaluating effectiveness of

educational policies (Cresswell, 2016). By nature, assessments can be formative or summative. Formative

assessments (assessment for/as learning) act as checks or planned pauses, incorporated throughout the

instructional period, to identify the students’ learning needs, areas of improvement and take necessary

actions to remediate the gaps in teaching-learning practice (Gupta, 2016; Muskin, 2015; Hume & Cole,

2009). Summative assessments (assessments of learning) on the other hand occur at a specific time during or

at the end of the instructional period and determine what the students have learnt (Surgenor, 2010). The

designed assessment is a school-based, summative assessment task. It is developed to evaluate students’

learning against the syllabus outcomes and generate a portion of grade/score, to provide an evidence of their

understanding (Muskin, 2015).

12
 Though summative, the designed task has important formative applications. It is effectively planned

and placed within the instructional period to allow formation of effective learning in students (Surgenor,

2010). During this period, students can be exposed to a range of informal formative assessment tasks to build

their conceptual knowledge, practice their investigative skills and clarify their doubts by engaging in

discussions with their teacher and peers (Looney, 2011). In addition to grading student achievement, the data

generated from this summative task can be formatively used to inform future teaching-learning process,

review the preceding content to consolidate learning before proceeding to new content, shape instructions to

focus on areas of improvement, and redesign future summative tasks (Muskin, 2015). Despite the huge

amount of information generated form summative assessments, the assumption that they are only used to

score student learning has reduced its relevance and thus, has had a very little impact on teachers’

instructional strategies (Surgenor, 2010). This points towards the inclusion of data literacy in future teaching

education to promote interpretation of data for instructional interventions in teaching (Piro, Dunlap & Shutt,

2014).

An integrated high-quality approach to assessment design involves assessing students at every level

of their learning. Therefore, NESA requires the schools to incorporate a range of school-based formal

(capped at 3 for year 11 and 4 for year 12) and informal assessment tasks throughout stage 6. It has also

emphasised the incorporation of scientific working skills over the knowledge and understanding content to

promote hands-on learning through application of knowledge (NESA, 2017a). In line with these

requirements, the given performance-based assessment task was developed with an intention to develop

scientific skills and attitudes in students (Fastré, van der Klink & van Merriënboer, 2010). The task

combines the research and practical investigation skills for students to gather, process, analyse and evaluate

the available data, to construct an evidence-based argument and communicate their argument to the teacher.

Multiple components of the task allow students to demonstrate a range of skills. Such an approach not only

allows better assessment of knowledge and skills outcomes in appropriate settings, but also generates a more

accurate picture of student achievement (Van der Kleij, Vermeulen, Schildkamp & Eggen, 2015).

13
 In addition, NESA also promotes a standard-referenced approach for assessments, which relies

heavily on the intended learning outcomes (ILOs) to measure student progress and achievement throughout

stage 6 (NSW Education Standards Authority (NESA), 2018, Donnelly, 2007). This approach restricts the

assessment of rote learning abilities and follows a constructive alignment for evaluation of the students’

ability to apply the knowledge and scientific skills for life-long learning (Biggs & Tang, 2007). In the

designed assessment task, the assessment criteria align directly with the scope of ILOs. The task provides

opportunities for students to apply their investigative skills and develop in-depth understanding on

importance of pH in relation to soil fertility and solve real-life problem of acidic soils by evaluating

neutralisation reactions. Such assessment methods that assess functional knowledge, not only tend to have a

positive impact on student motivation but also trigger their willpower to invest in meaningful learning

(Leber, Renkl, Nückles & Wäschle, 2017). Though a large number of studies emphasise on the assessment

of functional knowledge in students, the literature shows that majority teachers are inclined towards

assessing fact-oriented declarative knowledge (Halttunen, Koivisto & Billett, 2014), which is more

economical and less time consuming to assess and also easy to score objectively (Leber et al., 2017).

NESA requires an assessment to be a valid tool for accurate evaluation of the extent to which the

students achieve the desired outcomes (NESA, 2017b). Studies suggest the use of marking rubrics to define

the student achievement in the context of the assessment task, ensure consistent and fair marking, decrease

subjectivity, allow student reflection, provide feedback and inform teaching practice (National Research

Council (NRC), 2014). The analytic rubric developed for the above assessment task demonstrates the

evaluation of students across a range of capabilities by distinguishing different levels of student achievement

through mark ranges (Allan & Tanner, 2006). It clearly outlines the ILOs and the assessment criteria,

provides an individual weightage to each criterion, defines the performance descriptors and thus, promotes

an evidence-centred assessment design (NRC, 2014). While rubrics are one of the most common methods of

marking used by teachers, studies report that inadequate training in designing and effectively using the

rubrics may result in invalid and unreliable assessments (Jeong, 2015; Rezaei & Lovorn, 2010).

14
 An authentic assessment task when accompanied with high-quality feedback forms a powerful tool

that allows students to reflect on their knowledge and skills and utilise that to drive their own learning.

Research suggests that an effective feedback needs to be constructive, timely and meaningful to benefit

students (Hattie & Timperley, 2007). This is demonstrated in the above assessment design which encourages

teachers to provide a comprehensive and meaningful feedback that focusses on student strengths and targets

student needs. By providing room for improvement strategies, the design attempts to close the gap between

existing and desired performance for reconstructing learning (Nicol & Macfarlane‐Dick, 2006). However,

providing an extensive feedback to a large cohort of students requires time which often results in an

unmanageable workload on teachers (Wiggins, 2012). To manage this, teachers can ask students to submit

their tasks using online assessments tools like Turnitin and Moodle that allow the use of annotations, in-text

comments, audio feedback and pre-set feedback library for feedback on common responses, and thus reduce

typing/writing time (Gill & Greenhow, 2008). Another strategy to ensure timely feedback is to train students

to use rubrics for objective evaluation and then incorporate peer-assessment/review for selected sections of

the assessment task (Wiggins, 2012).

In addition to teacher and peer feedback, reflection is another tool that informs students about their

learning process. Studies suggest that, facilitating students with opportunities for self-assessment enhances

self-directed learning by encouraging them to critically reflect on their performance and develop active

engagement with the task (Kim, 2013). Critical reflection on the ILOs and their own learning experience

enables students to develop high-order thinking skills of analysis and evaluation (Collins, 2014). For

instance, the developed assessment task provides students with a checklist to ensure that all the assessment

criteria are ticked off, rubric to assess own work by comparison with performance descriptors and a self-

reflection sheet to evaluate their work, reflect on their own performance and thus direct their own learning

for improvements. Research suggests that effective interpretation of feedback and self-reflections allow

students to transform their learning by correcting distortions and errors in their learning and skills (Kim,

2013).

15
 Overall, assessment forms a powerful tool for understanding diverse learning needs of students and

evaluating their educational achievements. Assessments inform the effectiveness of the pedagogical

strategies and educational policies in use and are therefore, crucial for development of a meaningful learning

experience in students. Thus, it is imperative for teachers to thoroughly plan and implement an assessment

such that, it results in development of deeper understanding in students for a life-long learning experience.

16
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Biggs, J. and Tang, C. 2007. Teaching for quality learning at university: what the student does, 3rd ed., New

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Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking. Curriculum & Leadership

Journal, 12(14), Retrieved from

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Cresswell, J. (2016). System-level assessment and educational policy. Australian Council for Educational

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Donnelly, K. (2007). Australia's adoption of outcomes-based education: A critique. Issues In Educational

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Fastré, G. M. J., van der Klink, M. R., & van Merriënboer, J. J. G. (2010). The effects of performance-based

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Gill, M., & Greenhow, M. (2008). How effective is feedback in Computer‐Aided Assessments? Learning,

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