Unit 3 SACs. Ross Down & Erin Wilson. Administering School Assessed Coursework in the new Units 3 & 4 Psychology Study Design. What has to be done?. A general overview of Units 3 & 4 in the new Study Design before focussing exclusively on Unit 3.
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Ross Down & Erin Wilson
Administering School Assessed Coursework in the new Units 3 & 4 Psychology Study Design.
What has to be done?
A general overview of Units 3 & 4 in the new Study Design before focussing exclusively on Unit 3.
Students will have to undertake a pair of tasks to meet each of the two Outcomes for each unit.
i.e. one pair of tasks per Outcome and 4 tasks per Unit
Pairs of tasks must be chosen from the lists of tasks in Pair A and Pair B outlined for
Unit 3 (p. 27) & Unit 4 (p. 33) in the Study Design.
It doesn’t matter whether you choose 2 tasks from Pair A or Pair B for Outcome 1, but you must then choose 2 tasks from the other pair for Outcome 2in the Unit.
Remember: There are now only 2 Areas of Study per Unit.
For Unit 3 the mandated task is a Report of a Research Investigation conducted by the student.
In Unit 4 the mandated task is an Annotated Folio of Practical Activities.
think about which of
the 2 Outcomes we’ll choose
choose for the
i.e. the very nature of these mandatory tasks may influence the Outcome to which you choose to attach it.
Given that the mandatory task in Unit 3 is a Report on a Research Investigation conducted by the student, you may find it easier to administer this task with Outcome 2: ‘Memory’, than with Outcome 1:
‘Mind, Brain & Body’.
Our final decision might be driven by a combination of these factors - an Outcome that’s good for you, good for the VCAA, and good for your students.
Most research is specific in the content it addresses, so there is probably a lot of the Outcome still to address.
Teachers are meant to try and address most components of any given Outcome.
This may mean that many teachers will choose a Test because it’s easier to be comprehensive with a Test.
Teachers sometimes feel that Tests provide the best preparation for examinations.
However, it is important to consider the different learning styles and abilities of your students. Ideally, we should provide a range of tasks to fulfil the Outcomes throughout the unit.
Data analyses Tests of practical activities Oral presentation
Essays Visual presentations Experiments Evaluation of research
The following four steps are crucial in developing an appropriate and effective SAC task.
Step 2: Examine the assessment advice.
Step 3: Determine teaching and learning activities.
Step 4: Design the assessment task
Performance descriptors – generic statements of achievement for different levels of performance within a given outcome – i.e. they apply to whichever tasks are used for an outcome.
Let’s have a look at how the assessment handbook outlines how to best design SACs that cater for the outcomes in Units 3 & 4 Psychology.
For Outcome 1:
Bloom’s Taxonomy, and the instruction/command terms within each outcome, give us an idea of the requirements and types of questions we should develop for students in the task itself.
access the understanding thinking skills in Bloom’s taxonomy -
interpreting, summarising, paraphrasing, classifying, explaining
access the remembering thinking skills in Bloom’s Taxonomy –
Recognising, listing, describing, retrieving, naming, finding
Let’s select Pair B
Two of the following tasks:
an evaluation of research, an essay, a media response, an annotated folio of practical activities, an oral presentation using two or more data types, a test or a visual presentation (25 marks each).
There should also be a wide variety of tasks chosen where possible to allow all students to demonstrate the highest level of performance.
‘Explain the relationship between the brain, states of consciousness including sleep, and behaviour,
probably lends itself to a test or visual presentation (annotated poster)
describe the contribution of selected studies and brain research methods to the investigation of brain function,
probably lends itself to an evaluation of research or media response task.
To compare, students should be able to access the analysing thinking skills in Blooms taxonomy -
Comparing, organising, deconstructing, interrogating, finding
Checking, hypothesising, critiquing, experimenting, judging
Marking the task should be based on the performance descriptors in the Assessment Handbook.
Accurate and coherent description of how brain research methods are used to investigate brain function.
Accurate and thorough description of how selected studies have contributed to an understanding of brain function.
Advanced skills in scientific investigation and inquiry.
Comprehensive and insightful application and communication of psychological information and understandings.
Outcome 1: Part 1 – Visual Presentation
Explain the relationship between the brain, states of consciousness including sleep, and behaviour,
Which performance descriptors relate best to this aspect of the outcome?
Which key skills and key knowledge are you going to cover in the visual presentation task?
Need to also consider that for the students to be able to meet the highest performance descriptor they need to be able to give:
The next thing to decide is the format of the visual presentation………..
Then to covert the performance descriptors into a marking scheme out of 25 marks