Chemistry

PART A: Assessment Task –
1. Construct a Stage 6 ”school-based assessment task”? for Year 12 based on the syllabus chem******ry .
2. Include the task rationale, instructions, weighting, outcomes, duration, marking criteria and sample scaffolds for the task (the task and these relevant components should be comparable to 1000 words).
3. Ensure that the task enables different levels of performance and success for diverse students.

PART B: Critical Discussion and Professional Reflection –
”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).

Evaluate the importance of assessment and approaches to feedback and assessment design that will inform your practice in your teaching area. Refer to recent Australian and international literature and teacher scholarship from relevant Professional Associations and organisations on assessment practice in schools (1500 words). ?

”school-based assessment task” is a task that students undertake for the school based assessment component of the HSC course. This is a task that assesses a range of outcomes and allows teachers to use a range of approaches. School-based assessment tasks are not intended to mimic the structure and style of HSC examinations. Assignments will be assessed on how these documents address the criteria: –
Constructs a quality, professional, rigorous and original assessment task for Year 12 that aligns to the syllabus and the course performance standards.
– Prepares an assessment task that demonstrates assessment for learning and of learning principles, is accessible for diverse Stage 6 learners, shows differentiation and discrimination in the scope, presentation and choice of task.

– Presents a critical discussion and professional reflection on assessment using a range of scholarly and teaching literature that shows applied knowledge and understanding of the syllabus and assessment practices.
– Presents work professionally, with clear academic writing and within the word limit

For part B
You may choose to focus on 1-3 of these types of issues related to assessment;
• HSC assessment such as student test anxiety, pressure, validity and reliability of the HSC.
• The impact on student outcomes of high stakes testing.
• Consultation processes and teaching professional associations input into HSC and syllabus related assessment design.
• Impact on teaching practice/judgment of cr******ing standards based, marking rubrics and quality student feedback.
• Changes to school based assessment with the New HSC requirements and minimum standards.
• Approaches and limitations of current standards referencing marking in schools and across schools.
• Opportunities for feedback to inform and improve student learning and links to the literature
• The role of authentic assessment tasks in your KLA.
• The relevance of current assessment approaches within your Key Learning Area.
• The relevance, limitations or predictability of current assessment approaches with your Key Learning Area or discipline (eg: science, technology).

Do not paraphrase the sample given please and consider the following

1) make a proper scaffolding in the task description
2) marking rubric should be as per the rubric file attached example it should have those specific words such evaluate explore decribe and etc
3)part b should be properly critic
4) do not make task on depth studies

5) Ensure you use year 12 as given in the instruction


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Chemistry

PART A: Assessment Task –
1. Construct a Stage 6 ”school-based assessment task”? for Year 12 based on the syllabus chem******ry .
2. Include the task rationale, instructions, weighting, outcomes, duration, marking criteria and sample scaffolds for the task (the task and these relevant components should be comparable to 1000 words).
3. Ensure that the task enables different levels of performance and success for diverse students.

PART B: Critical Discussion and Professional Reflection –
”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).

Evaluate the importance of assessment and approaches to feedback and assessment design that will inform your practice in your teaching area. Refer to recent Australian and international literature and teacher scholarship from relevant Professional Associations and organisations on assessment practice in schools (1500 words). ?

”school-based assessment task” is a task that students undertake for the school based assessment component of the HSC course. This is a task that assesses a range of outcomes and allows teachers to use a range of approaches. School-based assessment tasks are not intended to mimic the structure and style of HSC examinations. Assignments will be assessed on how these documents address the criteria: –
Constructs a quality, professional, rigorous and original assessment task for Year 12 that aligns to the syllabus and the course performance standards.
– Prepares an assessment task that demonstrates assessment for learning and of learning principles, is accessible for diverse Stage 6 learners, shows differentiation and discrimination in the scope, presentation and choice of task.

– Presents a critical discussion and professional reflection on assessment using a range of scholarly and teaching literature that shows applied knowledge and understanding of the syllabus and assessment practices.
– Presents work professionally, with clear academic writing and within the word limit

For part B
You may choose to focus on 1-3 of these types of issues related to assessment;
• HSC assessment such as student test anxiety, pressure, validity and reliability of the HSC.
• The impact on student outcomes of high stakes testing.
• Consultation processes and teaching professional associations input into HSC and syllabus related assessment design.
• Impact on teaching practice/judgment of cr******ing standards based, marking rubrics and quality student feedback.
• Changes to school based assessment with the New HSC requirements and minimum standards.
• Approaches and limitations of current standards referencing marking in schools and across schools.
• Opportunities for feedback to inform and improve student learning and links to the literature
• The role of authentic assessment tasks in your KLA.
• The relevance of current assessment approaches within your Key Learning Area.
• The relevance, limitations or predictability of current assessment approaches with your Key Learning Area or discipline (eg: science, technology).


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Chemistry

I’m trying to study for my Chemistry course and I need some help to understand this question.

50 choice question

Molar mass

Chemical equation chemical nomenclature

Very simple, basic chemistry

But only 45 minutes to complete


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Assignment Solutions

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