Compiled by the Queensland Studies Authority

Transcription

1 Geography Annotated sample assessment Practical exercise Compiled by the February 2007 About this task This sample demonstrates several features: A practical exercise should be conducted under examination conditions for the purpose of the senior Geography syllabus. It gathers evidence of what the students know and can do in terms of analytical processes, decision-making processes and their ability to communicate through the manipulation of geographical data and the use of geographical skills. It involves students manipulating a range of data in order to observe, record, interpret, analyse, synthesise and make informed judgements about a variety of geographic information. The exercise should not lead to short-answer or single-word responses. It must give students the opportunity to demonstrate their analytical skills. Questions should lead to an extended paragraph response of words. The exercise should provide students with the opportunity to show evidence of their decision-making skills. This involves examining a range of alternatives and applying appropriate criteria in order to make a recommendation. This annotated sample is intended to be a guide to help teachers plan and develop assessment tasks for individual school settings.

2 Purposes of assessment The purposes of assessment are to provide feedback to students and parents about the learning that has occurred and to provide feedback to teachers about the teaching and learning processes. Assessment also provides information on which to base judgments about how well students meet the general objectives of the course. In designing an assessment program, it is important that the assessment tasks, conditions and criteria be compatible with the general objectives and the learning experiences. Assessment then becomes an integral aspect of a course of study. More information on school-based assessment is available from the QSA website. Developing assessment tasks An assessment task is work undertaken by a student in response to an assessment instrument and learning experiences and is outlined in a task sheet. In describing assessment tasks to students, teachers need to ensure that: the techniques and instruments chosen allow students to demonstrate achievement in the particular objective or objectives the tasks are written in clear, unambiguous language, thereby ensuring that the teacher and the student have the same understanding the criteria for both formative and summative assessment always refer to the individual s achievement, even if assessment has involved group work in the assessment of students, the guidelines for quality and equity apply; these are available from the QSA website task conditions, which are to be consistent with the conditions described in the syllabus, are stated on task sheets.

3 Year 12 Geography Semester 3, 2007 Practical exercise Theme 3: Social Environments Clear, unambiguous conditions. Practical exercises are always assessed under supervised conditions. Student: Teacher: Conditions Supervised test no notes allowed Part A: Data manipulation, 60 minutes Part B: Analytical Processes, 60 minutes Decision-making processes Criteria assessed Criterion 2: Analytical processes Criterion 3: Decision-making processes Criterion 4: [Research &] communication (see over) Practical exercises are divided into two parts. Part A is about data manipulation. It is from this data manipulation that evidence of the Communication criterion is drawn. Part B is where evidence of student performance of analytical processes and decision-making processes is gathered. It is appropriate to give students additional data. The analysis and decision making should be based on the outcomes of Part A but may need additional datasets.

4 Part A: Data manipulation [Criterion 4: Communication] 1. On the maps provided complete two choropleth maps using the data provided about: a. Couple family with children b. Couple family no children The choropleth maps and the [from Table 1: Family type inner north east suburbs] compound bar graphs provide students with the opportunity to identify and explain simple and Ensure that you complete your maps appropriately. complex relationships. 2. Complete a compound bar graph [on the graph paper provided] for the information provided for Household types from Table 2: Household type inner north-east suburbs. Ensure that you complete your graphs appropriately. 3. From the map of the local area construct of précis map of public transport and open space recreation areas. Students will be given accurate précis and choropleth maps in order to ensure equity for analytical processes and decisionmaking processes. The range of elements in the Communication criterion requires students to clearly and concisely use accurate geographic conventions and proficiently integrate maps, diagrams, statics adhering to geographic conventions. The learning experiences that support this assessment task would include explicit reinforcing of geographic conventions. A choropleth map and a compound bar graph provide sufficient complexity in analysis that is appropriate to the senior phase of learning.

5 Part B: Written responses, Criterion 2: Analytical [processes] This question clearly invites the student to demonstrate both identification and explanation of geographic patterns and processes. Students would, through their understanding of choropleth maps, be able to show what they know about the relationships between the demographic distributions and what these patterns mean. 1. In a paragraph of about 100 words describe the distribution patterns evident in the completed choropleth maps. 2. In a paragraph of about 100 words explain the relationships between the distribution of household types and family types in these suburban areas. Make use of the provided maps in considering the relationship between the choropleth maps and the graph. Are there any anomalies evident in the data? If so, what are they? 3. In a paragraph of about 200 words describe the patterns of public transport and open space recreation and what this means for Nundah, Clayfield and Albion. Decision is at a local scale and is manageable for students. It is clearly based on the data that [Criterion 3: Decision-making processes] they have manipulated. 1. The Brisbane City Council, as part of the new regional plan for South East Queensland, is proposing a medium-to-high-density development for the north-eastern suburbs. They are considering three sites [see Fig 1]: a) Nundah [Site A] b) Clayfield [Site B] c) Albion. [Site C] The purchase cost of the units there will be a mix of 1 and 2 bedroom units one bedroom will start at $250000, 2 bedrooms will start at $ The rents charged for those units being rented will start at $250 per week for the one bedroom and $300 per week for the two bedroom. You have been asked to advise the council on the more appropriate location for such a development. In determining your response you will consider the three locations in terms of the following criteria: a) The location will promote further the use of public transport for the residents of the development. b) The location will be located in good proximity to open space for recreation activities. c) The rental costs for units in the development will be appropriate for the economic indicators for the area. You can use any of the other information provided in framing your response. Your response to the council will be about 250 words in length and, in advising them of your decision, you will justify your decision with reasoned and logical arguments. Resources Map of Albion Source Brisbane City Council website Students are given the appropriate criteria to apply to the alternative strategies. The strategies are all valid options. There is no one, right answer.

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7 Table 1: Family type inner north-eastern suburbs [source: Brisbane City Council (2005): A Statistical Portrait of Brisbane] Family type (percentages) Families(a) in occupied private dwellings (excl overseas visitors) Couple family One Parent Other Total with children no children family family Albion Ascot Clayfield Hamilton Hendra Lutwyche Nundah Wooloowin Inner North-East Region Brisbane City (a) includes same-sex couple families Table 2: Household type inner north-eastern suburbs [source: Brisbane City Council (2005): A Statistical Portrait of Brisbane] Household type (percentages) Occupied private dwellings (a) Family households Non-family households Lone person households Group households Total households Albion Ascot Clayfield Hamilton Hendra Lutwyche Nundah Wooloowin Inner North-East Region Brisbane City (a) Excludes 'Non-Classifiable households' and 'Visitor Only households'

8 Table 3: Weekly individual income inner north-eastern suburbs [source: Brisbane City Council (2005): A Statistical Portrait of Brisbane] Weekly individual income (percentages) Persons aged 15 years and over (excl overseas visitors) Negative/ nil income $1 - $199 $200-$399 $400-$599 $600-$999 $1,000 or more Not stated Albion Ascot Clayfield Hamilton Hendra Lutwyche Nundah Wooloowin Inner North-East Region Brisbane City Total Table 4: Average number of people per dwelling inner north-eastern suburbs [source: Brisbane City Council (2005): A Statistical Portrait of Brisbane] Average number of people per dwelling Occupied private dwellings Separate House Townhouse Unit Caravan, cabin, houseboat Other(a) Not Stated Albion Ascot Clayfield Hamilton Hendra Lutwyche Nundah Wooloowin Inner North-East Region Brisbane City Total

9 Table 5: Dwelling stock inner north-eastern suburbs [source: Brisbane City Council (2005): A Statistical Portrait of Brisbane] Dwelling stock (percentages) All private dwellings Separate House Townhouse Unit Caravan, cabin, houseboat Other(a) Not Stated Unoccupied Dwelling Albion Ascot Clayfield Hamilton Hendra Lutwyche Nundah Wooloowin Inner North-East Region Brisbane City (a) includes improvised home, tent, sleepers out, house/flat attached to shop, office etc Total Table 6: Method of travel to work - inner north eastern suburbs [source: Brisbane City Council (2005): A Statistical Portrait of Brisbane] Method of travel to work (percentages) Employed persons (excluding overseas visitors) Train only Bus only Car as driver or passenger Motorbike/ motor scooter Bicycle Walked only Other(a) Worked at Albion Ascot Clayfield Hamilton Hendra Lutwyche Nundah Wooloowin Inner North-East Region Brisbane City (a) includes ferry, tram, taxi, any two methods, any three methods, other home

10 The criteria need to be adapted to what actual elements of the full range of the criterion are to be captured in the student responses. They should be clear, explicit statements about what should be identifiable in the student work. Table 14: Standards associated with exit criteria (This table spreads over two pages.) Criterion Standard A Standard B Standard C Standard D Standard E 2. Analytical processes in-depth identification and explanation of geographical patterns and processes insightful transformation, interpretation and extrapolation of geographical information accurate identification and thorough explanation of simple and complex relationships, including anomalies detailed identification and explanation of geographical patterns and processes effective transformation, interpretation and extrapolation of geographical information mostly accurate identification and significant explanation of simple and complex relationships identification and explanation of some geographical patterns and processes some transformation, interpretation and extrapolation of geographical information identification and explanation of simple relationships identification of simple geographical patterns and processes superficial transformation, interpretation and extrapolation of geographical information identification of some simple relationships identification of some simple geographical patterns unsubstantiated geographical information relationships are inadequately identified or established

11 Criterion Standard A Standard B Standard C Standard D Standard E 3. Decisionmaking processes 4. Research & communication comprehensive and thorough evaluation of alternative proposals, strategies, solutions and plans insightful and balanced application of a range of appropriate criteria to the decision well reasoned and logical arguments to justify decisions clear, concise accurate and geographic conventions for choropleth maps and compound bar graphs adhering to geographic conventions for choropleth maps and compound bar graphs detailed evaluation of alternative proposals, strategies, solutions and plans effective and balanced application of appropriate criteria to the decision supported arguments to justify decisions using appropriate geographic conventions for choropleth maps and compound bar graphs mostly adhering to geographic conventions for choropleth maps and compound bar graphs evaluation of alternative proposals, strategies, solutions and plans application of some criteria to the decision justification of decisions using basic geographic conventions for choropleth maps and compound bar graphs with some adherence to geographic conventions for choropleth maps and compound bar graphs some evaluation of alternative proposals, strategies, solutions and plans some connections to factors affecting the decisions decisions are stated without justification using restricted geographic conventions for choropleth maps and compound bar graphs referencing of geographic conventions is inappropriate for choropleth maps and compound bar graphs some unconnected conclusions about the geographical problems no decisions evident obscure little or no use of geographic conventions for choropleth maps and compound bar graphs