Unit 4: Sample approach to developing an assessment task

Outcome 2

On completion of this unit the student should be able to analyse relationships between the SDGs and their role in the promotion of health and human development, and evaluate the effectiveness of global aid programs.

Assessment task

A short written report in the form of a case study analysis of the relationships between Sustainable Development Goals in the promotion of health and human development and an evaluation of the effectiveness of related global aid programs.

Step 1: List the key knowledge and key skills
The VCE Health and Human Development Study Design (pdf - 157.95kb), pages 21 and 22, provides details of the key knowledge and key skills related to Unit 4 Outcome 2 and the Area of Study: Health and the Sustainable Development Goals.

Step 2: Choose the assessment task from the range of options listed in the study design. The study design identifies a range of task formats that can be used to assess this outcome. Teachers should be familiar with the essential characteristics of each task type and the implications of these for task design and conduct of assessment. In this case, students will complete an analysis of a case study relating to the Sustainable Development Goals and a global aid project.

Step 3: Examine the assessment advice. The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that you are looking for in a student response. For example, a presentation for this outcome would need to explain the relationships between the Sustainable Development Goals and why they are important in promoting health and human development.

Step 4: Identify the qualities and characteristics that are required in a student response and design the criteria and a marking scheme. The performance descriptors for each outcome identify the qualities or characteristics that need to be identified in a student response.

Step 5: Determining teaching and learning activities. The teacher plans a sequence of teaching and learning activities that will develop pre-task knowledge and skills in relation to the United Nations’ Sustainable Development Goals as well as the role and features of effective global aid programs.

Teaching the pre-task knowledge and skills

Use the key knowledge and key skills to be learnt in Unit 4 Outcome 2 and ensure that students are able to:

• describe the objectives of the UN’s SDGs and justify their importance
• describe key features of SDG 3 and analyse its relationships with other SDGs in collaborative approaches to improving health and wellbeing, and human development globally
• explain the priorities and the work of the WHO and discuss how the WHO priorities are reflected in different scenarios
• describe and justify different types of aid
• explain and evaluate the role of non-government organisations in promoting health and wellbeing, and human development globally
• analyse and evaluate the effectiveness of aid programs in promoting health and wellbeing, and human development.

In relation to Unit 4 Outcome 2, teaching and learning activities could involve:

• Accessing the most recent United Nations Sustainable Development Goals Report (2016); discuss as a class the potential gains for health and wellbeing in setting goals and achieving the targets of the SDGs; identify factors that may hinder achievement of the goals.
• Using a range of case studies that represent examples of the work undertaken by the United Nations in helping to achieve the SDGs; in pairs or small groups, summarise how these examples contribute to global health and wellbeing.

Step 6: Design the assessment task.

This task requires students to create a written report. The teacher needs to format the task in such a way that it allows students to demonstrate the highest level of performance and the qualities and characteristics that define this.

Marking the task

The performance descriptors can be adapted into a marking scheme, which should be explained to students before starting the task. The requirements of the digital presentation should provide the opportunity to meet the standard reflected in the highest performance descriptor for the task.

This task is worth 50 marks towards the total marks allocated to School-assessed Coursework for Unit 4.

A possible breakdown of marks could be the following:

When to assess the students

The teacher must decide the most appropriate time to set this task. This decision is the result of several considerations including:

• the estimated time it will take to cover the key knowledge and key skills for the outcome
• when tasks are being conducted in other subjects and the workload implications for students.

The data analysis should be provided at the end of Area of Study 1. This is likely to be around Weeks 11 and 12 of Semester 2 (this will allow examination revision time.) The task might require one 60 minute session. The exact dates and times can be decided in consultation with students, VCE coordinator/s and other key staff.