Hassan Nanai 17531580

PowerPoint presentation and speech on USA 1919-1941

25% of overall year mark. This Assessment is out of 50 marks.

Rationale:

Students will be tasked to present an assignment that is based on the topic from the syllabus called
‘National Studies’ with focus on our topic for the term ‘USA 1919-1941’. To complete this task,
students are required to do the following:

PowerPoint Presentation and Speech – 10-15mins.

Part A: PowerPoint Presentation:

1. Students are required to do a presentation on the Great Depression that occurred during
this period in the USA.
2. Students are required to construct an engaging PowerPoint presentation. (Use of images,
and videos are encouraged).
3. Within the PowerPoint presentation, students are required to briefly outline and describe
the following:
a. The cause of the Great Depression.
b. Reactions to the Great Crash of 1929.
c. Effects and impact of the Great Depression on the different groups in the society.
d. The attempt to halt the great depression. (refer to FDR’s New Deal)
4. Ensure that research is written in your own words, no plagiarism. Credible sources are
needed to complete this assessment. (No Wikipedia)

Part B: Speech:

1. Students are expected to write a speech to go along with the presentation.

2. Speech should go into depth of each key point on the slides.
3. The speech and presentation should finish at the same time.

Outcomes Assessed:

 Accounts for the nature of continuity and change in the modern world MH12-1
 Proposes arguments about the varying causes and effects of events and developments
MH12-2
 Evaluates the role of historical features, individuals, groups and ideas in shaping the past
MH12-3.
 Analyses the different perspectives of individuals and groups in their historical context
MH12-4.
 Assesses the significance of historical features, people, ideas, movements, events and
developments of the modern world MH12-5.
 Analyses and interprets different types of sources for evidence to support an historical
account or argument MH12-6.
 Plans and conducts historical investigations and presents reasoned conclusions, using
relevant evidence from a range of sources MH12-8.

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 Communicates historical understanding, using historical knowledge, concepts and terms, in

appropriate and well-structured forms MH12-9.

Assessment Marking Criteria

Marking Criteria for PowerPoint Presentation.

Criteria Mark range

 Demonstrates an extensive knowledge and understanding of the A (30-25 marks)
content and applies this knowledge throughout the presentation.
 Provides a visually stimulating presentation, which incorporates the
use of images, sounds, and videos.
 Outstanding use of original wording, and references credible sources
with no signs of plagiarism.
 Demonstrates a thorough knowledge and understanding of the B (24-19 marks)
content at a high level of competence throughout the presentation.
 Provides a visually stimulating presentation, and makes use of
images, videos.
 High quality wording, and references a few credible sources with no
signs of plagiarism.
 Demonstrates a sound knowledge and understanding of the main C (18-13 marks)
areas of the content that is presented throughout the presentation.
 Provides a visually stimulating presentation that incorporates some
use of images, videos, and sounds.
 Moderate use of original wording, and references a few credible
sources with no signs of plagiarism.
 Demonstrates a basic knowledge and understanding of the main D (12-7 marks)
areas of the content that is presented throughout the presentation.
 Provides a visually interesting presentation, and makes use of either
videos, sounds, or images.
 Suitable use of original wording, and references one credible source
with some signs of plagiarism.
 Demonstrates an elementary knowledge and understanding of the E (6-0 marks)
main areas of the content throughout the presentation.
 Provides no use of images, videos, or sounds in work.
 Does not reference sources, and shows signs throughout the
presentation of plagiarism.

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Marking Criteria for the Speech.

Criteria Mark range

 Presents extensive knowledge and understanding of the content A (20-17 marks)
throughout their speech.
 Speech is structured excellently and flows perfectly with the
presentation.
 Presents thorough knowledge and understanding of the content B (16-13 marks)
throughout their speech.
 Speech is structured very well and flows with the presentation, with
some parts of the speech overlapping.
 Presents sound knowledge and understanding of the content C (12-9 marks)
throughout their speech.
 Speech is structured well, but certain parts of the speech is not
discussed much with comparison to the presentation.
 Presents basic knowledge and understanding of the content D (8-5 marks)
throughout their speech.
 Speech is structured okay, but most of the parts of the speech does
not flow with the presentation.
 Presents elementary knowledge and understanding of the content E (4-0 marks)
throughout their speech.
 Speech is structured poorly, most of the speech does not correlate
with the presentation.

Evaluation of Assessment

“NSW schools are taking more responsibility for their own performance, are subject to closer
public scrutiny and are finding new ways of improving student outcomes in a world of ever-
more demanding standards” (Smith, 2005, p. 42).”

Assessment is an important feature of teaching and learning, and how the assessment is
designed around curriculum ensures that the students meet the outcomes and improves on overall
learning. Feedback is also critical as it provides students information on their strengths, and
weaknesses, as well as inform them how they could improve in relation to the marking criteria, and
overall progress in the year. The design of the assessment then must cater to the needs of the
students, and the type of assessment chosen should reflect on the student’s capabilities.

Assessing a student’s learning is critical in understanding the student’s capabilities, and is

useful when comparing their progress throughout the unit, and providing feedback. Assessment, and

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the feedback that comes after are then important in driving learning in the appropriate direction,
but it also needs to be capable to provide a basis for achievement of standards which in turn awards
them their qualifications [CITATION Rac14 \p 32 \l 1033 ]. The importance of assessment and its
design then is to provide students’ a level of achievement, and its rewards should mimic their
credentials. The assessment also is valuable as it measures the achievement of the students’ in
relation to the learning outcomes, and the assessment itself should be modelled around a
framework that provides consistency, and legitimacy.

Designing an assessment in relation to its outcomes then should follow a framework to

ensure the consistency, and validity of the task at hand. Establishing a framework is an important
factor to consider when constructing an assessment and these are the following values that attribute
to this framework: reliable (all assessments are marked to the same standard), transparent
(students’ know how it works), authentic (link to wider world of employment), motivating (not
something to fear, but something that structures their learning), inclusive (to give opportunity to
succeed for all students regardless of the different backgrounds, or experience), diverse (either
assessing them by exams, or essays, or oral presentations), formative (even if its intention was to be
summative, it shows how the student is doing and where they can improve), timely (feedback being
provided early so that students understand how they are doing), and lastly incremental (feedback to
students is provided continuously) [CITATION Rac14 \l 1033 ]. These nine values for assessment then
provide validity to the learning capabilities of the students, and assurance into the claim that
assessment is one of the most important aspects towards the students’ learning. With this
framework in mind, the significance of constructing an assessment is vital in ensuring the progress of
each student in the classroom.

The importance of assessment design is to meet the diverse range of learners, and is
significant when constructing an assessment for a class. The educator always takes into account the
different levels of learning from each classroom, and this should model how the assessment itself
should be structured. Creating assessments based on the cognitive performances of the students is
more beneficial to the them, and the educators, as it is more useful for instructions and learning
[CITATION Kan14 \p 122 \l 1033 ]. Having said this, when the educator constructs an assessment
they should always take into the account of the student’s current capabilities, and the task itself
should reflect on their potential strengths. While the assessment design is crucial in maintaining
student performance and achievements, constructing an assessment based around the outcomes
ensures that the students meet the requirements that is set out throughout the state, or federal
level.

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All assessments in the New South Wales region follows the syllabus that is set out by the
NSW Education Standards Authority (NESA). Using the syllabus, the educator can plot out the
students’ progress throughout their education in school, and it covers the curriculum that is taught
throughout [ CITATION NES09 \l 1033 ]. Designing an assessment based on curriculum taught must
incorporate, and use the outcomes that are set out by each unit within the syllabus itself. While
creating an assessment the educator further extends their professional experience in the teaching
area, and eventually increases their own salary by proving to meet the standards set out by the
Australia Institute for Teaching and School Leadership [ CITATION AIT10 \l 1033 ]. Assessment design
that is based around the curriculum is then important for educators, because it’s designed to makes
sure the students meet the outcomes that is set out, and further the professional experience gained
by the educator themselves. While assessment and its design are important aspects to consider,
feedback to an assessment, and how it is delivered in a timely matter are important factors to
consider.

An important aspect of assessment is its feedback, and how this feedback informs
the students of their progress, and achievements throughout the unit. Research suggests that single
most powerful tool for student learning that enhances achievements for students is feedback
[CITATION Hat92 \l 1033 ]. Providing feedback in all forms, whether it be from assessments, exams,
or even homework, provides students and parents/guardians the information on the how and why
the student understands or misunderstands, and what direction is needed so that the student
improves on their education overall [CITATION Hat92 \p 9 \l 1033 ]. Feedback is then crucial in
improving the students progress throughout the unit, and provides valuable information on their
strengths, and weaknesses and how to improve. Tailoring the feedback an assessment to each
individual student is also significant in their progress throughout the year.

Providing students’ feedback regarding their progress towards learning targets in a timely
and caring manner, as well as in a format that is understandable to them improves their progress
throughout the unit. Feedback that is given to students in a timely matter is critical so that the
improvements can take place early on, rather than waiting a longer period of time which won’t be
beneficial to them [ CITATION Sin16 \l 1033 ]. Giving the students’ a chance to self-assess their work
also improves their overall performance levels, as it gives them the opportunity to think about their
work and the feedback given, and engages the students in the learning process. This method of self-
reflection “encourages students to monitor their own work and take responsibility for their own
learning” [CITATION Sin16 \p 78 \l 1033 ]. Allowing students to assess their own results, and
feedback within an assessment ensures that students give themselves meaningful and effective
feedback for themselves, and with relation to the criteria the student can then clarify where there is

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need for improvement in their own work. Self-assessing, and teacher’s feedback is then effective
overall when considering designing an assessment, and this definitely impacts and informs the
teaching practice for future educators.

In conclusion, designing an assessment that meets the outcomes ensures that the students
meet the requirements that are to be met by NESA in order to qualify for a Higher School Certificate.
The framework for creating an assessment ensures that the assessment itself is consistent and
reliable throughout the classroom between all the students. Designing an assessment for the diverse
range of learners also ensures that all students have the capability to excel and succeed in the task,
without leaving anyone behind. Feedback to the assessment also greatly informs the students of
their progress throughout the unit, and gives them a chance to reflect on their own strengths and
weaknesses to overall improve. This type of self-assessing not only improves their grade overall, but
improves on their learning throughout their lives.

Bibliography
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AITSL. (2010). Australian Professional Standards for Teachers. Retrieved from Australian Institute for
Teaching and School Leadership Limited: https://www.aitsl.edu.au/docs/default-
source/teach-documents/australian-professional-standards-for-teachers.pdf

Hattie, J. (1992, April). Measuring the Effects of Schooling. Australian Journal of Education, 36(1), 5-
13.

Kane, M. T., & Bejar, I. I. (2014, December). Cognitive Frameworks for Assessment, Teaching, and
Learning: A Validity Perspective. Psicología Educativa, 20(2), 117-123.

NESA. (2015). Modern History Stage 6 Syllabus. Retrieved from NSW Education and Standards
Authority: http://educationstandards.nsw.edu.au/wps/wcm/connect/dd911de5-0d92-43c9-
9447-40e97c934b41/modern-history-stage-6-syllabus-2017.pdf?MOD=AJPERES&CVID=

Race, P. (2014). The Lecturer's Toolkit : A Practical Guide to Assessment, Learning and Teaching (4th
ed.). London, United Kingdom: Tayloy & Francis Group.

Sindelar, N. W. (2016). Assessment Power Teaching. New York, New York, United States: Skyhorse
Publishing.

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