Assessment

For Units 1-4 assessment tasks should be a part of the regular teaching and learning program and should not add unduly to student workload. Students should be clearly informed of the timelines and the conditions under which assessment tasks are to be conducted, including whether any resources are permitted.

Points to consider in developing an assessment task:

1. List the relevant content from the areas of study and the relevant key knowledge and key skills for the outcomes.
2. Develop the assessment task according to the specifications in the study design. It is possible for students in the same class to undertake different tasks, or variations of components for a task; however, teachers must ensure that the tasks or variations are comparable in scope and demand.
3. Identify the qualities and characteristics that you are looking for in a student response and map these to the criteria, descriptors, rubrics or marking schemes being used to assess level of achievement.
4. Identify the nature and sequence of teaching and learning activities to cover the relevant content, and key knowledge and key skills outlined in the study design, and to provide for different learning styles.
5. Decide the most appropriate time to set the task. This decision is the result of several considerations including:
   • the estimated time it will take to cover the relevant content from the areas of study and the relevant key knowledge and key skills for the outcomes
   • the possible need to provide preparatory activities or tasks
   • the likely length of time required for students to complete the task
   • when tasks are being conducted in other studies and the workload implications for students.

• The teacher must consider the authentication strategies relevant for each assessment task. Information regarding VCAA authentication rules can be found in the VCE Administrative Handbook section: Scored assessment: School-based Assessment. Note: publicly available materials (i.e. Commercially produced tasks and VCAA past examinations) cannot be used without significant modification.
• Students should be provided with clear written instructions about timeline and conditions of each SAC task. These instructions should include the specific key knowledge and key skills that will be assessed in the task, how the task will be structured and any materials or resources that will be allowed when completing the assessment task. Assess the task using the selected assessment tool and provide feedback on student performance

Structured questions that draw on primary data that analyses a movement skill using biomechanical and skill-acquisition principles

To achieve the outcome students will need to meet requirements of Unit 3 outcome 1.

Preparing for the task

• Students will have participated in a range of movement experiences and the assessment task must draw on at least one of these experiences to analyse a movement skill(s) using primary data. It is not appropriate in this task to provide students with previously unseen (secondary) data to be analysed. The data may be collected individually or as a class, however, all students are to be provided with the same primary data to ensure equity in access to stimulus materials.
• It is important to identify that this task requires both skill acquisition and biomechanical principles to be assessed within the same task.
• The key skills do not have to be assessed independently of the key knowledge; they are integral to the design of the tasks. Prior to designing the assessment task, teachers should identify the appropriate assessment tool. A mark guide (scheme) should be used to assess this task and should be prepared alongside the task
• The performance descriptors for each outcome can be used to identify the expected level of a student response. Performance descriptors identify the qualities and characteristics that should be present in a student response and assist in the design of the task, and marking scheme.

Designing the task

• In designing an assessment task, teachers should identify Unit 3 key knowledge and key skills in the VCE Physical Education Study Design, pages 23 - 26. When preparing this task, a number of factors need to be considered:
• Skill acquisition and biomechanical principles are to be assessed together
• The set of questions could contain a combination of short answer (1-3 marks), longer response questions (4 – 6 marks) and an extended response question (10-12 marks).
• All questions are to relate to the movement experiences completed and should require regular reference to the primary data
• Due to the need of responses to draw on primary data, multiple choice questions are not suitable for this task
• Longer response and extended response questions should be structured to ensure an entry point is possible for all students whilst providing the opportunity for higher marks to be awarded for higher performance (rather than a series of discrete lower order questions)
• Questions of 6 or more marks should be marked holistically using a rubric
• A teacher can set multiple questions based on the same stimulus, with each part likely increasing in complexity. Teachers should minimise consequential questions where the answer to one question depends on a correct answer to a previous question
• Allow multiple access points for students to demonstrate the highest level of knowledge and skill and be balanced overall in terms of cognitive demand.
• Blend key skills with questions that explore key knowledge so that the key skill is assessed in a particular context.
• Clearly indicate what is required of the student. The outcome asks students to analyse, develop and apply.
• Direct the student towards the relevant subject matter for developing their response. The question must be clear about what knowledge is being assessed. For example, identify three biomechanical principles evident in shot put.
• Allow for higher-order thinking through increases in cognitive demand. The use of a taxonomy (such as Bloom’s or the SOLO taxonomy) enables students to demonstrate higher-order thinking skills and allows for the assessment task to effectively discriminate between students’ performances. The VCAA glossary of command terms also provide guidance on structuring a task, as per the example below.

Examples of possible command terms for Physical Education

Delivering the task

• Decide on the conditions under which the task will be conducted and include this in instructions to students. The school-assessed coursework conditions may be influenced by school requirements
• An example of school-assessed coursework conditions includes:
  • Closed book, examination conditions: no notes (other than the provided primary data) or textbooks permitted and students to be supervised while undertaking the assessment.
  • Timing: 60 minutes to complete the task. This allows for 10 minutes of reading time, then 50 minutes to complete the written responses to structured questions. This will be influenced by your school and student needs.

Assessing the task

• Mark the task, rank student performance and provide feedback
• The Unit 3 Outcome 1 performance descriptor provides a useful guide for ensuring the mark guide (scheme) assesses all levels of student performance and therefore validates the appropriateness of the mark guide.

A laboratory report based on primary data collected during participation in a practical activity, which analyses the acute responses to exercise, energy system characteristics, energy system interplay, fatigue and recovery. To achieve the outcome students will need to meet requirements of the Unit 3 outcome 2.

Preparing for the task

• Consider when the laboratory activity/activities will be completed, relative to the written assessment. This laboratory activity could be completed at the start of the unit in an experiential learning manner, or it could be completed closer to the assessment.
• It is not appropriate in this task to provide students with previously unseen (secondary) data to be analysed. The data may be collected individually or as a class, however, all students are to be provided with the same primary data to ensure equity in access to stimulus materials.
• It is important to identify that this task requires the assessment of acute responses, energy system characteristics, energy system interplay, fatigue and recovery. Therefore, the individual elements are unable to be split.
• Prior to designing the assessment task, teachers should identify the appropriate assessment tool. Given the required elements of a laboratory report, a performance descriptor could be appropriate.

Designing the task

• In designing an assessment task, teachers should identify Unit 3 key knowledge and key skills in the VCE Physical Education Study Design pages 23 - 26. When preparing this task, a number of factors need to be considered:
• All questions are to relate to the movement experiences completed and should require regular reference to the primary data collected
• The task should have a structure that contains:
  • An Aim, Introduction or Hypothesis – this can be either established by the students or provided to the students prior to completing the activity
  • A Method – this is likely provided to the students prior to the activity
  • A Results section – this is primary data collected through completion of the laboratory activity. Students could refer to their own collected primary data or could be provided with a collated sample set of primary data that reflects the participation of the whole class in the activity.
  • A Discussion – students could be provided with a set of short answer questions or prompts that require them to respond in an extended written response, such as in the body section of a written report.
  • A Conclusion – this summarises the main findings and should be linked back to the introduction, aim or hypothesis and in doing so acknowledges why the findings are important.
• If using a report format, scaffolding dot points should be provided to guide students on what is to be included. If using short answer questions, these need to relate directly to the activity and require students to refer to data collected in the Results section.

Delivering the task

• Decide on the conditions under which the task will be conducted and include this in instructions to students. The school-assessed coursework conditions may be influenced by school requirements
• The laboratory activity should be completed in a standalone lesson, separately from the written component.

Assessing the task

• Mark the task, rank student performance and provide feedback
• The Unit 3 Outcome 2 performance descriptor could be adapted to assess this task.
  

A written report analysing data from an activity analysis to determine the relevant physiological requirements in a selected activity including justification of the selection of appropriate tests to assess fitness. To achieve the outcome students will need to meet requirements of the Unit 4 outcome 1.

Preparing for the task

• There are three key elements that need to be considered in planning for this assessment task:
  • Conducting an activity analysis
  • Analysing data associated with an activity analysis
  • Performing and observing a reliable, valid and accurate assessment of fitness
• Ensure students are familiar with the requirements of a written report. This task must be completed in written report format, as outlined below (not as a set of structured questions).
• Considerations for conducting an activity analysis:
  • The emphasis of the key skill related to fitness testing is on the facilitator role of the assessment of fitness. Whilst there is a need for students to participate in fitness tests so as their peers can ‘perform (field)’ and ‘observe (lab)’ the necessary facilitation of the tests, the actual participation in the test is not the focus
  • This study design does not require students to memorise the protocols for individual tests. Instead students are to use their experience of facilitating an assessment of a range of fitness tests (see p.20 for sample fitness tests) to develop the ability to justify the selection of fitness tests for the specific physiological requirements of the activity
  • Use the participation in fitness testing as an opportunity to reinforce the context for the use of fitness testing in Unit 4 (Training to improve performance), as a means for identifying strengths and weaknesses to design a specific training program.
  • Do not use student participation in fitness testing to compare individual performance or results with each other in the class.

Designing the task

• In designing an assessment task, teachers should identify Unit 4 key knowledge and key skills in the VCE Physical Education Study Design, pages 27 - 29. When preparing this task, a number of factors need to be considered:
  • The activity analysis data is secondary data and needs to be pre sourced and tested to ensure it has rich opportunities for analysis and connection with the physiological requirements that underpin the activity
  • Only provide/include data for students that is relevant for analysis (reduce the amount of information students need to synthesise. Students will only have a limited amount of time to analyse and synthesise the data and therefore it should be presented in a concise and clear format)
  • All elements of the written report must relate to the data provided
• The written report should have the following structure:
  
  • An introduction that prompts students to provide a brief summary of the main findings; the main physiological requirements and the subsequent fitness tests that are appropriate.
  • A body of the report which should provide the chance for students to unpack the main findings by providing a detailed description supported by data that justifies the physiological requirements, fitness tests and shares an understanding of how a reliable, valid and accurate assessment of fitness can be conducted
  • A conclusion should include what was learnt through the investigation or analysis, including a summary of findings or outcomes.

Delivering the task

• Decide on the conditions under which the task will be conducted and include this in instructions to students. The school-assessed coursework conditions may be influenced by school requirements.
• A suggested time allocation for this task could be:
  • 5 minutes reading time to consider the data
  • 5 minutes planning time where students could synthesise the data and plan their response
  • 40 minutes writing time to complete the written report

Assessing the task

• Mark the task, rank student performance and provide feedback
• The Unit 4 Outcome 1 performance descriptor could be adapted to assess this task.
  

Unit 4 Outcome 2 is assessed through two separate tasks:

1. A case study
2. One of: a case study analysis, a data analysis or structured questions.

In designing a six-week training program, students are expected to draw on their experiences of the training methods undertaken throughout classes to help them complete the case study.

When designing the training program, teachers may provide students with a template to use and describe the parameters in which the students must confine their program. An example of an appropriate context for the design of a training program is provided in the following case study:

Unit 4 Outcome 2 (Task 1)– Case Study

A case study that draws on experiences from participation in at least 5 training sessions to design a personalised 6-week training program

To achieve the outcome students will need to meet requirements for Unit 4 outcome 2.

Preparing for the task

• As is the case with other case studies, this task could either be designed and completed in a report style format that includes an introduction, body of the report and conclusion or as short answer questions, provided these all relate directly to the case study.
• Plan out when the training sessions will be completed, allowing enough time in each session for students to complete a training log entry and discuss the training method and application of training principles
• The intent of delivery of the training sessions is the ‘practical is the theory and the theory is the practical’. Teachers are encouraged to be efficient in their delivery of the knowledge, skills and understanding required for completing this assessment task. A traditional classroom theoretical lesson connected to a practical training session is not the intended delivery of this aspect of the course.

• To appropriately contextualise the selection of training methods, teachers are encouraged to provide the specific task case study to students prior to commencing the training sessions.

  The focus of the training sessions is to allow students to explore the training method and reflect on this in their own individual way. The formal application of the training method experiences to the case study should only occur within the written report.

• Considerations for each training session (method):
  • What training methods can be joined and be delivered through the one practical lesson. For example, flexibility training could be coupled with an aerobic type of training and short and intermediate interval training could be covered through the same session.
  • Allocate enough time for a thorough warm up and speak about the importance of this for the individual needs of each method.
  • ‘Less is more’ when considering the conditioning phase of the session. Consider what can be covered in appropriate detail in a session.
  • A training log template should be provided and completed in each session. The students’ practical experiences of their participation should be recorded, as outlined in the detailed example on p.22. Each reflection of the training method undertaken should include records of each component of the training session, psychological, physiological and sociological data and referencing how the training principles were applied to the training method.
• Students will require access to their training log to complete the case study report, however, consideration needs to be given to how authentication will be ensured. This could include retaining the training log in between training sessions and verifying the responses that are entered and accessible for the written report.

Designing the task

• In designing an assessment task, teachers should identify Unit 4 key knowledge and key skills in the VCE Physical Education Study Design, pages 27 – 29 and School – based assessment, pages 30-32. When preparing this task, a number of factors need to be considered:
• Prepare a case study that provides essential detail that allows a student to identify the training aim and design an appropriate training program that targets the training aim
• The case study stimulus could include:
  • Gender
  • Age
  • Previous training status
  • Physical activity / sport context that is the foundation for the training program
  • A clear performance aim for the individual related to the physical activity/sport context that enables a training program aim to be developed
• In developing the case study task, if a report format is used, scaffolding dot points or guiding questions could be used for each section (introduction, body and conclusion) to signpost the specific scope of information sought from students. For example, this could include;
  • Introduction: a brief summary of the main findings, such as the aim of the training program, fitness components being trained and the training methods that will be applied
  • Body of the report: include examples of training sessions and correct application of training principles, drawing on personal experiences during the training sessions
  • The conclusion should summarise the training program and its aim
  If short answer questions are used, then all questions must require students to draw on the case study in their answers.

Delivering the task

• Decide on the conditions under which the task will be conducted and include this in instructions to students. The school-assessed coursework conditions may be influenced by school requirements.
• A suggested time allocation for this task could be:
  • 5 minutes to read the case study and familiarise themselves with what is required
  • 45 minutes writing time to complete the case study report

Assessing the task

• Mark the task, rank student performance and provide feedback
• The Unit 4 Outcome 2 performance descriptor could be adapted to assess this task.

Unit 4 Outcome 2 (Task 2)

A response in one following formats, which links chronic adaptations of the cardiovascular, respiratory and muscular systems to training methods and improved performance:

• a case study analysis
• a data analysis
• structured questions

The second assessment task in Outcome 2 enables students to demonstrate an understanding of the impact of training on the cardiovascular, respiratory and muscular systems.

A case study or data analysis could be completed in either a report format (such as Unit 4 task 1) or a series of short answer questions provided each question relates directly to the case study or data (such as pre and post-test data from an assessment of fitness).

Structured questions may include a variety of types of questions (multiple choice, short answer, extended answer).

Assessment Rubrics/performance descriptors provide a guide to the levels of performance typically demonstrated within each range on the assessment tasks. The performance descriptors for each outcome identify the qualities or characteristics expected in a student response.

Unit 4 Area of Study 3

This Area of Study requires students to integrate theory and practice that enables them to analyse the interrelationships between skill acquisition, biomechanics, energy production and training, and the impacts these have on performance.

What the school-assessed coursework task involves?

Students reflect on their participation in either:

• a practical activity focusing on 1 movement skill, the performance of which can be compared to another individual completing the same skill
• a practical activity focusing on comparing their participation in 2 different movement skills.

An extended response will be used to assess this area of study. Students will answer a prompt(s) utilising a planning tool such as a mind map completed prior to the extended response to determine and explore links between theoretical concepts and the practical activity.

The planning tool and the extended response will both form part of the final assessment for this school-assessed coursework task.

Preparing for the task

• Teachers provide a specific practical activity that enables the opportunity for the development and application of theoretical knowledge through and in practical activities (integration). To authentically achieve this, teachers are encouraged to consider developing an inquiry question based on the two options for the task above.

  For example:

  • Option 1: a practical activity focusing on 1 movement skill, the performance of which can be compared to another individual completing the same skill.

    Analyse the biophysical differences in the performance of (insert movement skill) between you and a primary school student. Use the findings to compare how skill acquisition, biomechanics, energy production and training concepts interrelate in influencing the two performances.

  • Option 2: a practical activity focusing on comparing their participation in 2 different movement skills.

    Analyse the biophysical differences in the performance of (insert both movement skills). Use the findings to compare how skill acquisition, biomechanical and fitness training concepts interrelate in influencing the performance of the two skills.

• The practical activity should be a standalone activity designed for Unit 4 Area of Study 3.
• The practical activity can be implemented at any stage during Unit 3 and Unit 4. However, teachers are encouraged to consider completing this task earlier in the year to allow the opportunity for students to develop theoretical knowledge and not just reinforce previously introduced concepts.
• The reflective folio is to be used for the collection of primary data from student participation in the practical activity and then utilised in the planning phase and completion of the extended response question.
• To assist with authentication, it is recommended that teachers retain the students’ reflective folio and only allow entries to be made by students during class time. To help students use their reflective folio in an effective and efficient way when completing the planning tool and the extended response question, teachers are advised to place a limit on the amount of data that students can record during the practical activity (for example, one page per theoretical concept).

Designing the task

• In designing an assessment task, teachers should identify Unit 4 key knowledge and key skills in the VCE Physical Education Study Design pages 27 – 29 . When preparing this task, a number of factors need to be considered:
  

  The following considerations should inform the design of the task:

• The Unit 4 Outcome 3 performance descriptor could be adapted to assess this task.
  
• Completion of the planning tool occurs under assessment conditions and should be immediately prior to completing the extended response question
• As a rough guide 20 minutes should be allocated to the task of completing the planning tool.
• The purpose of the planning tool is for students to translate and organise their findings from the practical activity, in preparation to respond to an extended response question

  To achieve this, it is recommended that the scope of knowledge is kept broad for the planning phase and students are provided the opportunity to show their holistic understanding of the interrelationships that exist between skill acquisition, biomechanics, energy production and training, concepts and their impact on performance for the given practical context.

  The suggested inquiry question could be used to achieve this as shown below.

• Notes taken in the reflective folio, related directly to the practical activity completed for U4 Area of Study 3, are to be available to students in completing their planning tool
• The planning tool will contribute to assessment, with student performance measured through the strength of interrelationships identified
• The extended response question is provided to students only after completion of the planning tool
• The extended response question can be based around the inquiry question and then provide finer detail about the specific theoretical concepts within the discipline areas of skill acquisition, biomechanics, energy production and training, that students are required to respond on.
  

  For example:

  
  

  Inquiry question sample	Extended response question
  Analyse the biophysical differences in the performance of (insert movement skill) between you and a primary school student. Use the findings to compare how skill acquisition, biomechanical, energy production and training concepts interrelate in influencing the two performances.	Explain how the interrelationship between the following factors contributes to differences in performance of (insert movement skill) between you and a primary school student: Factor 1 (skill acquisition) Factor 2 (biomechanics) Factor 3 (energy production) Factor 4 (training)

• Examples of factors are specific concepts within that discipline that guide students as to where to focus their response. These factors require students to use their planning tool (broad knowledge) to now focus on the interrelationships between specific concepts within the discipline areas.
• For example: The 2023 VCAA VCE Physical Education exam Question 11 noted three specific factors; Newtons laws (biomechanics), fuel usage (energy production) and fitness components (training). Each of the factors provided were narrow enough for students to know what was required, but still have enough scope to show understanding in a variety of ways and between the cohort, produce a full range of performances.
• In assisting students to develop the capacity to effectively respond to this extended response, the following is an example of a scaffold that could be utilised:



Introduction

• Provide an overall comment comparing the performance of either; the two movement skills performed by the student or the same skill performed by two different individuals



Body of the response

• Use your concept/ map to provide and explain examples of interrelationships between the factors nominated
• Refer to any collected data from your reflective folio to support your response



Conclusion

• 1-2 sentences that brings the response to a close. This could include a ‘so what’ comment related to what you have found and what it means.

Delivering the task

• Decide on the conditions under which the task will be conducted and include this in instructions to students. The school-assessed coursework conditions may be influenced by school requirements.
• A suggested time allocation for this task could be:
  • 20 minutes for completion of the concept map
  • The extended response question is immediately supplied
  • 25-30 minutes writing time then provided to complete the written report

Assessing the task

• Mark the task, rank student performance and provide feedback
• The Unit 4 Outcome 3 performance descriptor could be adapted to assess this task.