Part Two
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 Health, Outdoor and Physical Education 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.
Activity 2.1
Achievement Standards
· Map the AS to 3 tasks that could be used in a semester using the AS above.
How will students demonstrate that they "Make discerning choices of principles, strategies, methodologies and procedures"?
How will students demonstrated that they "analyse practical technique and performance with reference to specific skills criteria"?
Which physical education theories will they analyse?
· What does an E student have to do to achieve the standard and Would this differ between T and A?
· How could an M student be catered for using the M AS?
The Task Type Table
· What is its function?
The task type table guides the development of assessment tasks within a school.
Schools are free to take a wide range of pedagogical approaches and decide the type and scope of tasks.
· What does the task type table allow?
The task type table requires a weighting for different task types. Tasks may combine elements from both columns.
Consider the additional parameters are added by this section 'Additional Assessment Information for A/T/M courses"?
Note:
the suggested guidelines are suggested only. Task design might alter these.
the limit to the number of tasks
The task type table is only one element. Tasks must also all students to cover all Achievement Standards and Content Descriptions
All VET competencies listed in the BSSS course must be taught, though schools may offer additional competencies if they have scope.
Considering Generative AI
There is already a requirement for schools to have systems to maintain academic integrity- see resources here. 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)
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
Curriculum Coverage
Examine this suite of tasks below:
Would the suite of tasks have allowed students to achieve all of the achievement standards of the Framework? What could be missing? Does the package raise any issues?
These tasks are for Physical Education Studies- 'Sport, Activity, Culture, and Society.
Task One
30% (15% Skills, 15% Knowledge and understanding)
500-800 words.
In-class Writing Task
Use your notes from the documentaries and the in-class research.
Write a paragraph for each question:
Describe the events of the black power salute at the 1968 Mexico City Olympics.
Why did the men say they saluted at that event?
How did the IOC, USA and Australian sports associations react?
Do you think the salute was in the Spirit of the Olympics?
Analyse the following statement: "African Americans are exploited by wealthy sports corporations."
Hand in your notes and bibliography.
Task Two
30% (15% Skills and 15% Knowledge and Understanding)
Sport and Culture
In a group of three, prepare a coaching clinic for the class in a sport not commonly played in your area. Your clinic will include the following:
a short lecture on the history and cultural aspects of the sport and explain why it isn't popular in your area. (8 minutes- all groups members speak)
commentary on a video of people playing the game to explain the rules, techniques and safety briefing. (10 minutes- all groups members speak)
a skills development exercise. (10 minutes- all groups members speak)
running a short game for the class. (10 minutes - all groups members referee)
an analysis the success of the skills development exercise in preparing students for the game, including evidence from the skills development and game. (400 words)
Possible Sports Include
Basque Pelota
Bocce/Boules
Brannboll
Cestoball
Fistball
Sipa
Shinty
Rounders
Ringball
Quidditch
Street Hockey
Meso-American Ball Game
Task Three
Practical Skills Development
40% (20% Skills and 20% Knowledge and Understanding)
Portfolio of Evidence
Prepare a portfolio of evidence from your engagement in non-contact American Grid Iron Football, Marn Grook, and Gaelic football including the following:
Risk Assessment for an Activity (Use the standard format provided in class)
Beep test results from week one, response to beep test, and week 16 results and response (Responses 100 words)
Personal training plan for improving in two of the sports studied with results (200 words each)
Spoken or written reflection on effort and improvement over the semester (300 words/5min video)
Game stats from game one compared to final game for each sport played (Table of stats, clearly labelled)
Lesson and Assessment Resources
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.