Vinewood Academy: Year 12 Chemistry Stage 6: Assessment Task 1 Notification

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Success Through Achievement
Year 12 Chemistry Stage 6:

Assessment Task 1 Notification
Student Name:
Class Teacher’s Name:
Task Title: Individual Research Task &
Collaborative Practical Investigation.
Content Assessed: Module 6: Acid/Base Reactions.
Total Weighting: 25%
Nature of Task: - Independent Research (In
class).
- Experimental Procedure &
Analysis (In class).
- Further Analysis (In
class/Home).
Assessment Notification Issued: Week 1, Term 4 (15/10/2018)
Assessment Due Date (Section Week 3, Term 4 (29/10/2018)
A):
Assessment Due Date (Practical Week 4, Term 4 (05/11/2018)
Task):
Assessment Due Date (Final): Week 6, Term 4 (19/11/2018)
STUDENT TO COMPLETE BELOW SECTION:
Academic Declaration of Work:
I, _____________, hereby declare that all work submitted is my own

and that any quotes, information and/or references of work are
adequately acknowledged and cited within my reference list.
Student Signature: _______________ Date: _____/_____/_____
Task Rationale:
Chemical reactions take place around us every day. Acid-Base
reactions are a dominant example of this. Within the body, acid-base
buffers act to maintain ideal conditions for survival. Industrial
understanding of acid-base reactions has allowed for the production of
cleaning products and a variety of products including foods and
supplements. It is crucial as scientists to enhance and widen our
understanding of the processes associated with acids & bases, and
how their reactions can be experimentally tested and measured.
VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

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Task Overview:
You are to complete a multi-stage assessment relative to titration
and acid/base reactions. Your assessment will include 3 sections,
being pre-work study, experimental design & experimental
procedures, and post-work analysis & evaluation of findings.
Experimental procedure MUST be completed within class time. Time
will be allocated for pre-work and post-work tasks in class time,
however you may complete any remaining work for these sections in
your own time.
Stage 6 Year 12 Chemistry Outcomes to be Assessed:

CH12-13 Describes, explains and quantitatively analyses acids
and bases using contemporary models.
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.
Please Note:
- Your assessment MUST be submitted as one document.
Please print a copy of your pre-work and post-work and staple
these sections to your practical manual (to be provided to you
before the day of experiment). Your final document should be
submitted in a single plastic sleeve to prevent damage to your
sample of work.
- If you are unable to attend school on the day of the practical
experiment, you MUST provide evidence of reason of
misadventure/illness. You must notify the teacher as soon as
possible and provide a completed illness/misadventure
application to your head teacher.
- References are expected to be written in APA 6th edition. A
sample list will be provided below to guide you. Note:
Wikipedia is NOT AN ACCEPTABLE RESOURCE.

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Extended Task Description: Experimentation of

Titration & its Further Applications in the Community
Your task is structured to investigate the purposes of contemporary

method of investigation, before completing an experimental task using
titration to determine the concentration of unknown solutions.
Proceeding this, you will investigate furthering applications of models
and methods of experimentation, using a provided case study for a
basis. This task is to be submitted in a single document consisting of
printed copies of sections A & C, as well as your completed practical
manual from section B. Your final mark will be determined through four
sections of your task as outlined below.
Total Allocation of Marks (100 Marks Total)

Section A 15
Section B 50
Section C 30
Spelling, Grammar & 5
Referencing
Section A: Definition & Application of key Terminology (15

Marks)
You are to define the term ‘titration’, before creating three short
responses to answer the following tasks using visual media where
appropriate;
 Apply common examples and usages of acids present within
industry, our bodies, and everyday household items (150 words
minimum).
 Account for the manner in which the concentration of substances
is investigated through titration (100 words minimum).
 Summarise the trends in shape of titration curves to conductivity
and different reactions of strong or weak acids/bases (150 words
minimum).
 Outline the benefits of titration curves within scientific studies in
determining the presence and strength of acids (100 words
minimum).
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Section B: Practical Investigation & Data Analysis (50

Marks)
In this section, you will form pairs of 3-4 students to complete a
practical investigation which will be designed during your classes prior
to completing this task. On the date of your practical task you will be
provided a practical manual which must be completed. Within this
task, you will be utilising titration to determine the concentration of
unknown acids and/or bases. Your completed manual MUST include
ALL of the following sections:
Title & Aim:
 Your title should begin with an appropriate verb outlining the
investigation, e.g. determining, calculating.
 Your aim should outline the purpose of the investigation. It must
be written as a whole sentence, and MUST begin with the word
‘To’, followed by the verb relevant to your study, e.g. compare,
determine, investigate.
Hypothesis:
 Your hypothesis should identify the question you are studying,
before making an educated, testable statement predicting your
final outcome. Where possible you should consider your
variables. For example,
‘If there is less oxygen present within water, many species of
fish will demonstrate erratic movement.’
Materials:
 You will be provided a table of different materials which may or
may not be required for this investigation. Using your knowledge
and understanding of titration, you must choose the required
materials and list them in your manual.
Method:
 Your method will be partially designed as a class prior to
investigation, with any remaining components provided to you.

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Risk Assessment:
 Your risk assessment must proficiently outline any risks present
and mitigation strategies to minimise potential of these risks.
Results:
Your results section MUST contain each of the following;
 A brief, worded interpretation of your results (~100 words).
 Table of results. This includes concentrations of solution at
different stages of titration.
 All calculations required to determine values.
 Identification of change in pH throughout stages of titration.
 Graph of titration curve data, including labelled axis, title and
units.
 Identification of initial and final concentrations of unknown
acid/base.
Discussion:
 Synthesise your results in terms of validity. Were your results
consistent? What are possible sources of error? How could your
investigation be improved in terms of accuracy? (~150 words)
 Your discussion will contain several short answer response
questions designed to test your understanding of the task you
have completed.
Section C: Extended Application at a Wider Context (30

Marks)
In this section you will be provided with a case study pertaining to
misinformation advertised by the company Ribena. Using this
information provided, you must complete the following tasks;
 Using the articles provided below,
- Summarise the specific focus of the study. What do these
articles examine? (100 Words)

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- Briefly discuss the findings within the articles. What do these

results mean? (100 Words)
- Interpret the impacts associated with the findings in these
articles (150 words)
- Examine the validity of findings within these articles (150
Words)
 Justify the findings of these articles to other furthering

applications. How can titration be used to examine validity in the
different industries? (250 words)
 Titration acts to create a visual model representing change in

the concentration of acids/bases. Assess the benefits of using
models, and their contribution to science in helping understand
key concepts and theories (400 words).
Links to Case Study:
http://www.mondaq.com/australia/x/57234/advertising+marketing+b
randing/Ribena+A+Sure+Recipe+For+Deception
https://www.accc.gov.au/media-release/ribena-vitamin-c-claims-
may-have-misled-consumers
Section D: Referencing, Spelling & Grammar (5 Marks)

 You will be assessed on your ability to demonstrate appropriate
usage of metalanguage at a proficient grammatical level
throughout sections A, B & C of your assessment. Try to avoid
simple mistakes in this field during the construction of your
responses.
 A reference list is expected with at least EIGHT references at the
end of your assessment. These references are to be written using
Harvard format as per standard at Vinewood Academy. A variety
of reference types is expected. Use the sample reference list
below as guidance to avoid mistakes in construction.

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Assessment Feedback & Evaluation:
Feedback of your assessment will consist of annotated notes throughout

your submitted assessment. Furthering this, digital feedback will be
created and emailed to each student, informing you in greater detail the
areas of strength and potential areas for improvement throughout your
assessment. Additional space will be provided to you upon receiving
your assessment feedback to provide an evaluation of not only your
assessment, but also your feedback provided. This section must be
completed and returned to your teacher to further reflect upon content
studied within the assessment. Please note that this section will remain
anonymous and that honest is recommended. There are no negative
consequences for negative criticism so long as it is in good taste.
Student Asessment Evaluation & Feedback:

In the section below, please provide any feedback in regards to things
you found interesting, not interesting, and changes you would make in
further incorporation of this assessment. Remember: This is strictly to
gain feedback from student perspectives and honesty is key.
Interesting Not Interesting Factors to Change

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Assistance Guide to Harvard Referencing:
Books:
Surname, first name initial(s) Year published, Title (Italicised), Publishing
company, location.
E.g. Beckett, ST 2015, The Science of Chocolate, Royal Society of
Chemistry, Germany.
Journals:
Surname, first name initial(s) Year published, ‘Article name’, Journal name
(italicised), Volume number, edition (where available). Retrieved from
(website)/ DOI (where available).
E.g. Dunn, P.J 2012, The importance of green chemistry in process
research and development, Chemical Society Reviews, 41(4). DOI:
10.1039/C1CS15041C.
Website:
Surname, First name initial(s) Year published, Document/website title
(Italicised), Owner of the Website. Retrieved X date from (URL).
E.g. Este, J. & Warren, C 2008, Life in the Clickstream: The future of
Journalism. Media Entertainment and Arts Alliance, Retrieved April 27th 2018
from http://www.alliance.org.au/documents/foj_report_final.pdf.
Video:
Publisher name, Video Title (italicised), date uploaded, viewed (date cited),
<(URL)>
e.g ColliderVideos, Ten Reasons Marvel’s Infinity War is The Greatest
Movie of the Decade, April 29th 2018, viewed May 7th 2018, <
https://www.youtube.com/watch?v=-Hd5--7kPb0>.
Additional Referencing Assistance:

https://library.westernsydney.edu.au/main/sites/default/files/cite_Harvard
.pdf

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Additional Learning Tools & Assistance: DART’s
The following closed passage can be completed to test your memory

and understanding of completing a scientific report.
“Every Scientific Report should contain a(n) __________ which
tells viewers the purpose and goal of the investigation. Using this aim,
you can formulate a(n) ___________ which provides your view of what
will happen in the investigation. Using your ____________ provided, you
will then be able to create a ___________ which outlines the process
undertaken in your investigation. A good scientific report often contains
worded ___________ as well as visuals such as tables & graphs to
represent findings. Using these findings, you can generate a
____________which describes your findings, and often relates them to a
greater context. In this section you can discuss your __________ and
__________ as well as your ___________ variables.”
WORD BANK: Independent, discussion, materials, hypothesis,

dependent, aim, method list, controlled, results.
Key Points to Remember:

 A scientific practical report is written in THIRD PERSON. When
discussing your findings use a passive voice speaking in past
tense.
 Be concise, simple and yet specific in your writing, using
impersonal language.
 Metalanguage is key in practical reports – Ensure you
understand the context in which you are writing specific words or
phrases.
 You should design your report under the headings provided to
you. Present your information clearly and neatly within each
allocated section.
 Check that your graphs and tables are ALWAYS CLEARLY
LABELLED.
 Always ensure to proof-read and check your final report to
ensure no content was misunderstood or missed as a whole.

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Designing a Scientific
Report: A Review of Key
Components
Key Terminology & Definitions (NESA)

Apply: To use, utilise, or employ in a particular
situation.
Assess: To make a judgement of value, quality,
outcomes, results or size.
Calculate: To determine figures or information
from given facts.
Deduce: To draw conclusions from.
Discuss: To identify issues and provide points for
and/or against.
Evaluate: To make a Judgement based upon
criteria.
Interpret: To draw meaning from.
Predict: To suggest outcomes based on available
information.

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Note: The following section will be provided to students following

marking and grading of their final assessment.
Analysis of Marks:
Section Section Section Section Total
A (/15) B (/50) C (/30) D (/5) Mark
(/100)
Your
Mark:
Reflection upon Wellbeing: Student Growth Mindset:

In the below table, please create a small paragraph describing how YOU
feel about your assessment and grade. It is advised to consider your
strengths and weaker areas of understanding, as well as how you can
personally improve.
Reflection upon Feedback Provided:

In the below space, please provide a short evaluation of your feedback
provided by your teacher. Do you feel this feedback was sufficient? Are
there areas you feel should be further considered?

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Marking Criteria: Section A (15 Marks)
Outcome Non-Attempt: Developing: 1 Elementary: 2 Sound: 3 Marks Thorough: 4 Outstanding: 5

0 Marks Mark Marks Marks Marks
CH12-13 Does not meet Demonstrates a Demonstrates a Demonstrates a Displays a thorough Utilises extensive
Describes, the minimum limited basic sound understanding of knowledge to relate
explains and required understanding of understanding of understanding of chemical content titration processes
quantitatively standard of titration through titration using titration through with deep and applications
analyses acids effort for this poor descriptions key terminology relevant but brief understanding of with trends of shape
and bases task. of the process of where discussion of titration and to conductivity.
using this model and its appropriate. associated associated Displays an
contemporary associated Student processes. processes. outstanding
models. benefits. Student associates Student creates Harnesses understanding of
provides brief links titration to links between appropriate media in application of
to trends in shape conductivity with titration and relevant instances titration utilising
to conductivity with small errors conductivity with to relate titration various media
multiple errors present. No few small errors. with conductivity. resources where
present. Does not external media No external Meets required word appropriate. Meets
meet required utilised. Meets media utilised. count in most required word count
word counts. required word Meets required responses. in all responses.
count in few word count in
responses. some
responses.

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Outcome Non-Attempt: Developing: 1 Elementary: 2

Sound: 3 Marks Thorough: 4 Marks Outstanding: 5
0 Marks Mark Marks Marks
CH11/12-5 Does not meet Provides a limited Demonstrates a
Harnesses at Demonstrates a Demonstrates an
Analyses and the minimum analysis of limited basic analysis of
least 3 sources thorough analysis of extensive analysis
evaluates required secondary data to titration using at
of primary or titration and of titration
primary and standard of derive patterns of least 2 sources
secondary data furthering processes and their
secondary effort for this understanding of of secondaryto provide a applications, citing relevance to
data and task. titration. data to evaluate
sound analysis multiple examples of furthering industry.
information. Demonstrates processes. of relevant industry relevant to Utilises multiple
elementary titration titration usage. forms of visual
evaluation of processes and Utilises multiple media to further
relationships in furthering forms of visual explain
titration curves to applications in media. understanding
conductivity. Does industry. within responses
not include visual relative to shape of
media. curve and benefits
of titration.
Outcome Non-Attempt: Developing: 1 Elementary: 2 Sound: 3 Marks Thorough: 4 Marks Outstanding: 5
0 Marks Mark Marks Marks
CH11/12-7 Does not meet Demonstrates Provides a basic Harnesses Provides a thorough Demonstrates an
Communicates the minimum basic incorporation incorporation of sound usage of communicative extensive usage of
scientific required of digital and digital and digital, visual response to appropriate digital,
understanding standard of written written and written required tasks visual and written
using suitable effort for this communication to communication communication harnessing usage of communication to
language and task. discuss titration to discuss to discuss appropriate analyse various

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terminology for processes and titration appropriate scientific components of

a specific benefits. processes. trends and terminology to titration required.
audience or Demonstrates Applies relevant processes of communicate Utilises multiple
purpose. poor usage of scientific titration. understanding of sources of evidence
appropriate language in Demonstrates titration and its to construct a strong
scientific language discussion usage of furthering evaluation of
within responses responses with evidence-based applications. Utilises understanding with
with minimal small errors arguments to multiple sources of minimal or no errors
evidence utilised. present. discuss evidence within in scientific
importance and responses. language.
benefits in
further industry.

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Marking Criteria: Section B (50 Marks)
Outcome Non-Attempt: Developing: 5 Elementary: 10 Sound: 15 Thorough: 20 Outstanding: 25

0 Marks Marks Marks Marks Marks Marks
CH12-13 Does not Demonstrates Shows basic Completes Demonstrates Provides an
Describes, meet the limited understanding assigned task at thorough outstanding
explains and minimum understanding of of titration a sound level understanding of application of
quantitatively required titration applications with few errors in appropriate methodology in
analyses acids standard of processes with throughout methodology and practises during completion of
and bases effort for this multiple errors in completion of results. investigation with practical task with
using task. method and practical task. Demonstrates a minimal errors in no errors in results.
contemporary results during Relates sound methodology and Harnesses an
models. completion of understanding understanding of results. Utilises a extensive
practical task. from findings in results through strong level of understanding of
Provides multiple the form of written analysis understanding in these findings in
errors of written analysis of data. Provides written relation to titration
understanding in of results with a sound interpretation of processes and
written analysis of few errors understanding of results, relating unknown
results. Does not present. properties of these findings to substances tested
relate findings to Incorrectly unknown properties of within investigation.
validity. relates findings substances unknown Succinctly evaluates
Demonstrates to validity of examined. substances validity of completed
minimal task. Relates findings tested, and investigation, with
understanding Demonstrates to validity of task validity of distinct levels of

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during post-lab basic to validity. investigation. understanding in

questions. understanding Provides a sound Correctly required post-lab
of some post- response to discusses most questions.
lab questions. required post-lab
questions. questions.
Outcome Non-Attempt: Developing: 1-4 Elementary: 6 Sound: 8 Marks Thorough: 10 Outstanding: 12
0 Marks Marks Marks Marks Marks
CH11/12-3 Does not Demonstrates Provides basic Demonstrates Demonstrates Provides an
Conducts meet the limited capability incorporation of sound thorough outstanding
investigations minimum of investigation required understanding of incorporation of experimental design
to collect valid required completion with aspects of required understanding to and procedure with
and reliable standard of minimal experimental experimental design a safe, succinct detail
primary and effort for this standards met in design and design with manageable relative to
secondary task. experimental method with relevant detail procedure. appropriate risks
data and design and errors in included in Demonstrates and their
information. method. Minimal procedure procedure strong management. No
evidence of safe evident. Shows outline. Presents understanding errors in design of
risk management a basic a strong and evaluation of investigation nor
practises. understanding understanding of risks. completion of tasks
and risks associated associated with
management of with investigation.
risks present. investigation.

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CH11/12-5 Does not Provides limited Provides weak Demonstrates Draws links Provides an
Analyses and meet the links in trends of links to some proficiency in between prior outstanding
evaluates minimum data gathered aspects of data interpretation of understanding understanding of
primary and required during and associated data and and primary data data achieved
secondary standard of investigation. trends. associated to create a through primary
data and effort for this Demonstrates Demonstrates a trends with some thorough investigation with a
information. task. little basic errors present. discussion of succinct analysis of
understanding of assessment of Applies prior findings with findings.
error or uncertainty in understanding to minimal errors Demonstrates
uncertainty in data achieved. assess present. specific examples of
data. Provides Provides a uncertainty and Highlights uncertainty or
minimal analysis basic analysis reliability of data. sources of limitations of
through of data in Links relative uncertainty and method and data
associated response to concepts with limitations of with no errors
questions in discussion sound detail data through present.
discussion. tasks with within discussion tasks.
multiple discussion.
mistakes
present.
CH11/12-7 Does not Demonstrates Provides a Applies a variety Harnesses Utilises outstanding
Communicates meet the minimal levels of basic standard of appropriate inclusion of oral and written
scientific minimum oral of scientific scientific communication in
required communication to communication language within language and completion of
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understanding standard of complete required between peers experimental strong oral and required tasks
using suitable effort for this tasks. Uses during design design and written during investigation.
language and task. limited scientific and completion responses to communication Harnesses highly
terminology for language to of experiment. discussion tasks. to communicate proficient
a specific communicate Provides basic Communicates understanding of incorporation of
audience or experiment understanding between peers required tasks. scientific language
purpose. preparation and of appropriate sufficiently to throughout
results attained. scientific complete tasks. discussion tasks.
language in
discussion
tasks.
Marking Criteria: Section C (30 Marks)
Outcome Non- Developing: 2 Elementary: 4 Sound: 6 Marks Thorough: 8 Outstanding: 10

Attempt: 0 Marks Marks Marks Marks
Marks
CH12-13 Does not Demonstrates a Demonstrates Provides a sound Demonstrates Succinctly relates
Describes, meet the limited basic evaluation relation of titration thorough knowledge of
explains and minimum understanding of of provided case processes to application of titration to
quantitatively required titration studies with poor evaluate provided understanding of furthering
analyses acids standard of processes in depth provided case studies. titration through applications
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and bases effort for relating findings for most Provides clearly relevant linkage through evaluation
using this task. of prior research components. written responses to provided case of provided case
contemporary to further Provides a brief to analyse models studies. Minimal studies. Succinctly
models. application. analysis of and further errors in analyses models
Relates titration to models with applications of understanding with critical
relevance of reference to titration. Few within responses thinking evident in
scientific models titration. Small errors present in with a strong responses.
in minimum detail errors present in responses. Meets analysis of Provides a logical
with multiple responses. the required word models. Meets flow of
errors below counts of most required word understanding in
required word responses. count in all all responses.
counts. responses.
Marks
CH11/12-3 Does not Demonstrates Provides a basic Demonstrates a Presents a Provides
Conducts meet the limited investigation of sound extraction of thorough outstanding
investigations minimum incorporation of secondary reliable information investigation of incorporation of
to collect valid required appropriate sources utilising through secondary secondary data to appropriate
and reliable standard of technologies to only findings from investigation with extract reliable technologies to
primary and effort for extract reliable provided case minimal reference sources of investigate
secondary this task. data within studies with no to primary results information. secondary
data and secondary further research attained in prior Enhances sources in
information. sources of attained. Findings investigation. findings from prior discussion tasks.
presented Findings presented investigation with No errors present
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provided case logically with logically with slight errors within discussion
study. errors present. minimal errors present. with proficient
present. reference to
primary data
attained prior.
Marks
CH11/12-5 Does not Demonstrates Provides a basic Incorporates a Demonstrates a Demonstrates
Analyses and meet the limited understanding of sound thorough outstanding
evaluates minimum understanding of data attained from understanding of incorporation of analysis and
primary and required findings attained primary and data attained from data from both evaluation of
secondary standard of with multiple secondary primary and primary and primary and
data and effort for errors in investigations secondary sources secondary secondary
information. this task. responses. with some errors to analyse sources to sources provided.
Makes inaccurate in content. understanding. analyse Succinctly aligns
acknowledgement Provides brief Few errors in understanding. trends, patterns
to trends in data acknowledgement content provided Less than three and relationships
attained. of trends and with less than errors in content in data provided
relationships three references to provided with with no error in
within findings. trends or strong content.
relationships in acknowledgement
data attained. of trends or
relationships in
data attained.
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Marks
CH11/12-7 Does not Incorporates Demonstrates Highlights a sound Harnesses a Demonstrates an
Communicates meet the limited forms of basic understanding of substantial outstanding
scientific minimum digital or written incorporation of appropriate understanding of incorporation of
understanding required communication digital or written scientific language scientific scientific language
using suitable standard of throughout communication within responses. language with in the construction
language and effort for evaluation of throughout Provides minimal errors of responses.
terminology for this task. required case evaluation of incorporation of present in Synthesises
a specific study and case study. some digital, responses. multiple forms of
audience or models. Relates Responses written or visual Strong communication
purpose. understandings to demonstrate communication in incorporation of methods in
create minimal consistent use of relating validity of digital, written or responses with no
evidence-based scientific findings from case visual errors present.
arguments terminology with studies. communication in Demonstrates a
relative to small errors responses with succinct analysis
required tasks. present. minimal errors of both benefits
present. Provides and limitations of
strong analysis of models.
model benefits
and usages.

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Marking Criteria: Section D (5 Marks)

CH11/12-7 Does not meet Demonstrates Provides a Provides sound Demonstrates Provides
Communicates the minimum limited basic communication of thorough outstanding
scientific required understanding of incorporation of appropriate incorporation of incorporation of
understanding standard of appropriate scientific scientific appropriate scientific
using suitable effort for this scientific language terminology and scientific terminology and
language and task. language within throughout language within terminology within language within
terminology for responses with responses with responses. Some responses with all responses
a specific multiple errors some errors errors of spelling minimal errors with no errors in
audience or present in present. or grammar present in spelling spelling or
purpose. assessment. Reference list present within or grammar. grammar.
Provides provided responses. Reference list Reference list
reference list with contains few Reference list contains 7-8 contains at least
multiple errors in errors in contains 5-6 references with 8 references with
citation. structure. references with minimal errors no errors
Reference list Provides 3-4 minimal errors present. present.
contains 1-2 references present.
references. cited.

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Discussion:
The trends of development in Australian education over the past
decade has led a significant rise in nation-wide efforts to create a reform of
assessment, curriculum, and reporting (Klenowski, 2011). With changing
accountability of student success and learning, a noticeable sense of
higher stakes assessment has been incorporated into Australian learning
(Klenowski, 2011). This is evident through such national testing innovations
as the National Assessment Program – Literacy and Numeracy (NAPLAN),
and more recently the Record of School Achievement (ROSA) (Cumming &
Maxwell, 2004). In a nation of ever-more demanding standards, it has fallen
upon authoritative figures of NSW schools to take ownership of their own
performance, and to constantly strive for improvement of student outcomes
(Smith, 2005). To harness this need for improvement, the NSW Education
Standards Authority (NESA) have developed key principles of assessment,
with the integral goal of enhancement upon student engagement and
motivation, through active involvement and feedback (NESA, 2018). The
importance of assessment within an Australian education must be
considered at three standpoints, being reflection upon authenticity in
differentiated assessment, enhancement of general capabilities and
student diversity, and finally the importance of feedback for both student
and teacher.
The basis of assessment in NSW education centres upon the

provision of enhanced opportunity to gain evidence of student achievement
of syllabus outcomes (NESA, 2018). This assessment was designed in a
manner that allows students to demonstrate their understanding and ability
of both practical and theoretical components, as means of clarifying a deep
understanding of concepts and the skills associated with future learning

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(Cumming & Maxwell, 2004; NESA, 2018). Through research tasks seen in
sections A and C within this assessment, students are given the
opportunity to demonstrate deep understanding of the stage 6 chemistry
syllabus, enhancing perceptions of higher education learning (Entwistle &
Peterson, 2016). Students are given opportunity to extend this knowledge
in a wider application through analysis of a provided case study in section
C, wherein students tie together understanding of prior researched content
with their practical results from section B to create links with further
industrial application of their findings.
The essence of ideal assessment design is in the provision of

differentiation through instruction, task opportunity, or alterations to suit
particular learning needs (Tomlinson, 2014). Differentiation within this
assessment occurs in several formats. Through breaking down this task
into three individual sections, students are provided with a more simplistic
introduction to key content, before providing more depth within their
practical task, and finally demonstrating critical thinking in review and
evaluation of their provided case study. This multi-section approach allows
for students of differing abilities to demonstrate their understandings, with
the provision for students of lower ability to relate concepts at a more
simplistic level in order to provide their final response (Russell &
Kavanaugh, 2011). Literature reviews of Russel & Kavanaugh (2011) and
Tomlinson & Moon (2013) has demonstrated the benefits of such a
staggered approach to assessment at a stage 6 level in enhancing
academic ability of lesser ability students, whilst also giving higher-order
thinking students proficient opportunity to express their understanding of
concepts.

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Enhanced inclusion of collaborative activity within this task acts to

enhance the ability of students to coordinate tasks and ideas, as well as
providing opportunity for students to demonstrate critical thinking at a
microscopic level of representation (Chandrasegaran, Treagust &
Mocerino, 2007; Wang, Lin, Spalding, Klecka & O’Dell, 2011). Inclusion of
opportunity to express creativity and social awareness, as discussed by
Capern & Hammond (2014) is essential in enhancing academic success.
Specific within this task, collaborative awareness is demonstrated in focus
upon risk identification, and the continued management of safe practises
throughout practical tasks involving chemicals of potential harm to the
body.
Foremost, the emphasis upon scaffolded assistance available to

students throughout this task, including learning tools, Directed Activities
Relevant to key Text (DARTs) and a detailed task description allows for the
direct inclusion of all student abilities in manners which allow each student
level to express understanding through visual representations of knowledge
(Hooper, 2008; Kolodner & Nagel, 1999). Given the depth of many
chemistry concepts within the NSW syllabus, allowing opportunity for
students of lower ability or learning difficulties to assess specific content
required of them via means such as DARTs and reviews upon key HSC
terminology acts to provide heightened engagement within each key task
(Casner, 2011). This provision allows for students of a higher ability to
challenge their intellect, by completing tasks at their own understanding,
with the opportunity to self-assess and reflect upon completion of tasks with
a better understanding of what is required of them (Casner, 2011; Fox &
Sitkin, 2016).

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Direct focus upon development of general capabilities of students

acts as one of the key principles of assessment (Australian Curriculum,
2018; Broadfoot, 2007). Literacy skills are assessed at an appropriate
stage 6 level in the utilisation of higher-order verbs such as ‘evaluate’ and
‘analyse’, as well as a heavy focus upon metalanguage and appropriate
terminology during all sections of the task. Furthering this, student
numeracy skills are enhanced at an appropriate stage in analysis of data
and calculations during the practical component of this task. Students are
required to demonstrate appropriate understanding of key stage 6
chemistry concepts in calculation of volumetric analysis. Finally, a key
focus upon student diversity is examined during section B of this task,
promoting student equity in education through provision of relevant and
engaging collaborative tasks drawn from such a challenging curriculum as
stage 6 chemistry (Australian Curriculum, 2018). Such a proposition allows
for the development of social understanding that the learning needs of
every student is important and that each student is entitled to
understanding of foundational skills (Australian Curriculum, 2018;
Romiszowki, 2016).
Feedback within assessment is often highlighted in two key manners,

being reflection upon other individuals, and reflection upon one’s self (Ash
& Clayton, 2004). As stage 6 learners, it is important for students to be
provided with not only the opportunity to evaluate understanding through
feedback of their teacher and assessment, but also to provide an
understanding of their own individual wellbeing, to identify particular
mindsets and to create a growth mindset (McCombs, 2013; Ricci, 2013).
Within this task, students are provided opportunity for feedback in three
separate manners. The usage of an ‘Interesting, Not Interesting, Things to

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Change (INITC) chart allows a teacher to directly evaluate their teaching

practise and make any relevant adjustments required to provide
differentiation in an ideal assessment to further students In Australian
education (Laistner, 2016; Lizzio & Wilson, 2008). Further evaluation of
pedagogy through space provided in this task for reflection specifically
upon the teacher allows both the teacher and students to reflect upon
enjoyable components of the assessment provided, targeting the
improvement of positive student learning (Ash, Clayton & Atkinson, 2005).
In applying Hattie & Timperley’s (2007) models of feedback, it is

noted that student feedback success is greater enhanced when using two
key focus points, being ‘how are you going?’ and ‘where to next?’. In
specific regards to this assessment and stage 6 content, these two focus
points allow for a teacher to measure student success and apply critical
feedback of what may be further required in a minimally invasive manner
(Hattie & Timperley, 2007). Given that feedback is often most effective
when consisting of evaluation of current and further required progress, it is
of high importance for a teacher to provide opportunity for evaluation of
these particular areas in the creation of fair assessment. In harnessing this
method of approach, students are often provided an ‘outsider’ viewpoint of
their effort, with a brief analysis of their responses and abilities as an
individual, as opposed to common standpoint comments of ‘good work’ or
‘this needs more work’ often expressed in education (Hattie & Timperley,
2007; Miller, 2012).
Appropriate incorporation of feedback upon student growth mindset

often correlates directly with enhanced academic performance across the
Australian Curriculum (Yeager & Dweck, 2012). Studies by Yeager &
Dweck (2012) and Ricci (2013) found that intellectual ability is a trait which

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can be developed and enhanced through personal evaluation to heighten a

student’s understanding of key HSC requirements, most particular in
subjects including mathematics and science. The key principle of a positive
growth mindset is to harness reflection upon not only success, but to
evaluate and learn from flaws or errors in learning in order to further
develop academic understanding (Dweck, 2017). Utilising specific due
dates for individual components of this assessment tasks allows adequate
time for students to reflect upon their current understanding of the task
provided before it is to be submitted in its entirety (Freeman & McKenzie,
2002). In using this approach, a student can evaluate such factors as time
management, further reflecting upon their progression in the provided
assessment in order to continue to achieve at a higher manner (Freeman &
McKenzie, 2002).
At a NSW educational standpoint, the responsibility of performance

and evaluation of achievement is subject greater upon the school than ever
before in such an ever-more demanding environment. It is crucial for a
teacher to focus upon differentiation in the provision of fair assessment, in
such a manner that enhances student capabilities. In achieving such an
approach, both teacher and students can apply relevant evaluation and
feedback of content provided, in a manner seeking to promote the positive
growth mindset of all parties involved. Achievement of this approach in
todays era of academic performance is essential in providing feedback and
promoting positive student wellbeing and success.

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References:
Ash, S.L., & Clayton, P.H. (2004). The articulated learning: An approach to
guided reflection and assessment. Innovative Higher Education,
29(2). DOI: 10.1023/B:IHIE.0000048795.84634.4a.
Ash, S.L., Clayton, P.H., & Atkinson, M.P. (2005). Integrating reflection
and assessment to capture and improve student learning.
Australian Journal of Service Leading, 11. Retrieved from
https://quod.lib.umich.edu/m/mjcsl/3239521.0011.204?rgn=main;vi
ew=fulltext.
Australian Curriculum (2018). General capabilities in the learning areas.

Retrieved from https://www.acara.edu.au/curriculum/general-
capabilities.
Australian Curriculum (2018). Student Diversity. Retrieved from

https://www.australiancurriculum.edu.au/resources/student-diversity/.
Broadfoot, P. (2007). An Introduction to Assessment. Continuum.

University of Virginia.
Capern, T., & Hammond, L. (2014) Establishing positive relationships with

secondary gifted students and students with emotional and
behavioural disorders: Giving these diverse learners what they need.
Australian Journal of Teacher Education, 39(4).
DOI:10.14221/ajte.2014v39n4.5.
Casner, S.M. (2011). Task-analytic approach to the automated design of

chemistry. Transactions on Chemistry, 10(2). DOI:
10.1145/108360.108361.

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Chandrasegaran, A.L., Treagust, D.F., & Mocerino, M. (2007). The

development of a two-tier multiple-choice diagnostic instrument for
evaluating secondary school students’ ability to describe and explain
chemical reactions using multiple levels of representation. Royal
Society of Chemistry, 8. DOI: 10.1039/B7RP90006F.
Cumming, J.J., & Maxwell, G.S. (2004). Assessment in Australian schools;

Current practise and trends. Assessment in Education, 11(1). DOI:
10.1080/0969594042000209010.
Dweck, C. (2017). Mindset: Changing the way you Think to Fulfil Your
Potential. Hachette. United Kingdom.
Entwistle, N.J., & Peterson, E.R. (2016). Conceptions of learning and

knowledge in higher education: Relationships with study behaviour
and influences of learning environments. International Journal of
Educational Research, 41(6). DOI: 10.1016/j.ijer.2005.08.009.
Fox, C., & Sitkin, S.B. (2016). Behavioural Science & Policy. Bookings
Institution Press. New York.
Freeman, M., & McKenzie, J. (2002). A confidential template for self and
peer assessment of student teamwork: Benefits of evaluating across
different subjects. British Journal of Educational Technology, 33(5).
DOI: 10.1111/1467-8535.00291.
Haertel, E. (2006). The valid use of student performance measures for

teacher evaluation. Educational Evaluation and Policy Analysis, 8(1).
DOI: 10.3102/01623737008001045.

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Hattie, J., & Timperley, H. (2007). The power of feedback. Review of

Educational Research, 77(1), 81-112. DOI:
10.3102/00346543029848.
Hooper, B. (2008). Stories we teach by: Intersections among faculty

biography, student formation, and instructional processes. The
American Journal of Occupational Therapy, 62(2). Retrieved from
https://search.proquest.com/docview/231971842?accountid=36155.
Klenowski, V. (2011). Assessment for learning in the accountability era:

Queensland, Australia. Studies in Educational Evaluation, 37(1).
DOI: 10.1016/j.stueduc.2011.03.003.
Kolodner, J., & Nagel,K. (1999). The design discussion area: A

collaborative learning tool in support of learning from problem-solving
and design activities. In Hoadley, C., & Roschelle, J. (Ed.)
Proceedings of computer support for collaborative learning (CSCL)
1999 Conference (300-307). Palo Alto, California, United States:
Stanford University.
Laistner, M. (2016). Differentiation in chemistry for students with various

levels of cognitive efficiency. Education and Human Development
Master’s Theses. Retrieved from
https://digitalcommons.brockport.edu/cgi/viewcontent.cgi?article=171
1&context=ehd_theses.
Lizzio, A., & Wilson, K. (2008). Feedback on assessment: Students’

perceptions of quality and effectiveness. Assessment & Evaluation in
Australian Higher Education, 33(3). DOI:
10.1080/02602930701292548.

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McCombs, B.L. (2013). Defining tools for teacher reflection: The

assessment of learner-centered practises (ALCP). Australian
Academic, 24(2) Retrieved from https://eric.ed.gov/?id=ED478622.
Miller, G. (2012). Understanding John Hattie’s visible learning research in

the contest of Carol Dweck’s growth mindset. Retrieved from
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Authority. Retrieved from
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10/understanding-the-curriculum/assessment/assessment-principles.
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Tomlinson, C.A., & Moon, T.R. (2013). Assessment and Student Success
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Success Through Achievement

Year 12 Chemistry Stage 6:

Academic Declaration of Work:

I, _____________, hereby declare that all work submitted is my own

Student Signature: _______________ Date: _____/_____/_____

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

Stage 6 Year 12 Chemistry Outcomes to be Assessed:

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

Extended Task Description: Experimentation of

Your task is structured to investigate the purposes of contemporary

Total Allocation of Marks (100 Marks Total)

Section A: Definition & Application of key Terminology (15

Section B: Practical Investigation & Data Analysis (50

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

Section C: Extended Application at a Wider Context (30

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

- Briefly discuss the findings within the articles. What do these

 Justify the findings of these articles to other furthering

 Titration acts to create a visual model representing change in

Section D: Referencing, Spelling & Grammar (5 Marks)

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

Assessment Feedback & Evaluation:

Feedback of your assessment will consist of annotated notes throughout

Student Asessment Evaluation & Feedback:

Interesting Not Interesting Factors to Change

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

Assistance Guide to Harvard Referencing:

Additional Referencing Assistance:

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

Additional Learning Tools & Assistance: DART’s

The following closed passage can be completed to test your memory

WORD BANK: Independent, discussion, materials, hypothesis,

Key Points to Remember:

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

Key Terminology & Definitions (NESA)

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

Note: The following section will be provided to students following

Reflection upon Wellbeing: Student Growth Mindset:

Reflection upon Feedback Provided:

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

Marking Criteria: Section A (15 Marks)

Outcome Non-Attempt: Developing: 1 Elementary: 2 Sound: 3 Marks Thorough: 4 Outstanding: 5

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

Outcome Non-Attempt: Developing: 1 Elementary: 2

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

terminology for processes and titration appropriate scientific components of

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

Marking Criteria: Section B (50 Marks)

Outcome Non-Attempt: Developing: 5 Elementary: 10 Sound: 15 Thorough: 20 Outstanding: 25

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

during post-lab basic to validity. investigation. understanding in

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

Marking Criteria: Section C (30 Marks)

Outcome Non- Developing: 2 Elementary: 4 Sound: 6 Marks Thorough: 8 Outstanding: 10

Outcome Non- Developing: 1 Elementary: 2 Sound: 3 Marks Thorough: 4 Outstanding: 5

VINEWOOD ACADEMY ASSESSMENT NOTIFICATION DELIVERED 15/10/2018

Student Signature: _____________ Date: _/_/___