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Trading ships, East View of The Forts Jellali & Merani, Muscat, Oman, watercolour, William Daniell, 1793. Victoria and Albert Museum no. SD.296
The Achievement Standards
The Achievement Standards
Please note:
Different Achievement Standards (AS) for years eleven and twelve
AS are not a rubric in themselves. Rubrics will be drawn from some of the AS suitable for the intended task. All AS will be covered over the the suite of tasks.
The Framework Panel wrote the Achievement Standards considering key knowledge, understand and skills required by Commerce students in years eleven and twelve.
The grade bands are differentiated using Blooms Taxonomy and the scope of the learning demonstrated in the piece of work
Years eleven and twelve have distinct AS, as after one year of college education, by year twelve, students will have enhanced skills and knowledge that are acknowledged by assessment expectations and the AS.
The AS are the means for providing equity as all students will have the same expectations placed upon their performance regardless of the details of the task.
The Achievement Standards describe grade bands, not scores. There is no fixed relationship between marks and grades. Internal moderation between classes may change raw scores.
Achievement Standards for 2023
Achievement Standards for 2023
Activity 2.1
Activity 2.1
Achievement Standards
· Map the AS to 3 tasks that could be used in a semester
What will “Critically analyses data, trends, case studies or examples from relevant local, national and global contexts by selecting relevant commerce concepts and theories and applying them accurately” look like in different task types?
What will ‘Critically analyses the universality, sustainability and ethics of commerce ideas and enterprises to reach well-researched and logical conclusions” look like in different task types?
Which Commerce theories will they analyse?
· What does an E student have to do to achieve the standard and how would this differ between T and A?
· How could an M student be catered for using the AS?
The Commerce Framework 2023 Task Type Table
The Commerce Framework 2023 Task Type Table
What are the limits set?
Note the weighting rules and number of tasks.
Note the suggestions in the task types list. This is not comprehensive and there are other options.
Note the guidance on Academic Integrity and the diversity of tasks.
Considering Generative AI
There is already the requirement to have systems to maintain academic integrity- see resources here. Also note that the requirement to maintain academic integrity also includes ethical research considerations see the workshop- Introduction to BSSS Ethical Research Principles and Guidelines (Online Course) However, with the introduction of Generative AI, ensuring academic integrity has become more complex.
The advent of sophisticated generative AI that is freely available may allow students to submit work that is not their own with very little chance of detection. This may prevent accurate measurement of student capacity. You should assume that if students take a task home that they will have used AI to assist them. You should also assume you cannot distinguish AI generated work from student work.
Currently, attempts to develop detection software have not been successful. Any detection software results can only be suggestive, conversations with students and procedural fair processes would have to follow.
Consequently you need to consider what aspect of the discipline are you trying to assess and how generative AI might impact on it. Then you can try to design tasks that focus on what you want to know about student performance while limiting interference from AI.
Teach students to keep their research notes and submit a record of prompts used so that they can provide evidence of process and composition if required.
Explicitly define the appropriate use of AI in a task and accommodate this in your rubric, e.g. AI use might mean the expectation of perfect spelling as the minimum standard.
Consider increasing the weighting of supervised in-class tasks without digital tools or with lock down browsers- in this context a prepared oral presentation is not an in-class task.
If you are interested in exploring the implications of generative AI further, you could undertake this BSSS Professional Learning online workshop- Introduction to to AI in the ACT Senior Secondary System.
Activity 2.2
Activity 2.2
Curriculum Coverage
Examine this suite of tasks below:
Would the suite of tasks below have allowed students to achieve all of the achievement standards of the Framework? What could be missing? Does the package raise any issues? Does it meet requirements?
How would you strengthen the tasks to enhance reliability?
Consider the following Assessment Tasks for Business A/T/M in the Unit Leading a Business
Consider the following Assessment Tasks for Business A/T/M in the Unit Leading a Business
Task One
Stimulus Response 40%
Test Conditions
Two hours
Consider the following two articles and answer the questions relevant to you:
Article One- https://www.theguardian.com/business/2021/may/05/kpmg-uk-staff-to-work-in-office-only-two-days-a-week-after-pandemic
Article One Questions:
Summarise the article. ( M Students- do this question only)
Conduct a SWOT analysis for KPMG of the decision for people to work from home three days a week.
How will management strategies have to change at KPMG London Offices?
What risks will managers have to manage if people work from home?
(T students only) Critically analyse costs and benefits for London and other London businesses if that decision became widespread?
Article Two- https://www.theguardian.com/business/2021/may/04/pandora-jewellery-brand-says-it-will-stop-selling-mined-diamonds
Article Two Question:
T students- Evaluate Pandora's decision to use lab grown diamonds.
or
A Students- Conduct a SWOT analysis on Pandora's decision to use lab grown diamonds.
or
M Students- Summarise the article.
Task Two
Research Essay/Report 30%
800-1000 word T 11; 1000-1200 words T 12
600-800 words A 11; 800-900 words A 12
400-500 words M
Required: Bibliography, in-text referencing
Answer the question relevant to you.
T Question- Write an essay- Pay attention to our lessons in essay writing.
Critically analyse methods, processes or models businesses can use to minimise the risk in a changing environment, for example, COVID, climate change, political instability.
A Question- Write a report- Use the provided scaffold for writing business reports.
Explain how growing interest in environmental and ethical concerns among customers has been managed in a business you have identified. Check your choice of business with your teacher.
M Question- Use the provided scaffold for writing paragraphs.
Identify and describe how changes can affect some specific businesses. Choose from an example and choose your own business example:
Changes in fashions affecting clothing stores
Changes in ingredient costs affect food businesses
Change in transport costs affect shops
Task Three
Research and Role Play- 30%
In a groups of ( two people for T, four people for A, by negotiation with M) you will research management practices in providing feedback to improve staff performance and solve common management problems.
Choose two methods of providing feedback and improving performance. Focus your role play on a common managerial problem found in businesses.
Perform your role play of the two strategies for the class. (five to ten minutes- all group members must speak)
a)A Only- Report to the class your analysis of why your chosen strategy is effective.
4. b) T Only- Report to the class your evaluation of which method is better. (Five to ten minutes- all group members must speak)
Hand in your bibliography, speaking notes and any visual aids.
Learning and Assessment Ideas
Learning and Assessment Ideas
Try searching the Irish curriculum site for ideas for scope and sequences, studies, resources and assessment. They also have work in Irish Gaelic if you would like an extra challenge.
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