UNIT CODE ES246

UNIT NAME Curriculum, Assessment and Reporting (7-12)

ASSOCIATED HIGHER EDUCATION AWARDS Bachelor of Education (Secondary)

Bachelor of Arts/Bachelor of Education (Secondary)

DURATION One Semester

LEVEL AQF Level 7

UNIT COORDINATOR Peter Collins

TEACHING STAFF Peter Edwards

CORE / ELECTIVE Core

WEIGHTING Unit credit points 10 (0.125 EFTSL)

Course credit points:

320 - Bachelor of Education (Secondary)
320 - Bachelor of Arts/Bachelor of Education (Secondary)

LEARNING DELIVERY Internal/On Campus

• Weekly lecture
• Weekly tutorial (where applicable)

Plus, Learning Portal

External/Online

• Weekly virtual lecture/ tutorial

Plus, Learning Portal

Learning Portal (Moodle™)

• Articulate Module and Activities

• Power Point presentation and resources
• Weekly readings
• Study guides
• Collaborative forums: Student forums and News
forum.
• Turnitin assessment and feedback tool

All unit outlines are reviewed prior to the offering of the unit
to take account of student and lecturer feedback.

STUDENT WORKLOAD Contact hours/Directed Online study 30 hours

Reading, study and preparation 50 hours
Assignment preparation 70 hours

Total 150 hours

Students requiring additional English language support are

expected to undertake an additional one hour per week.

PREREQUISITES / COREQUISITES / RESTRICTIONS Nil

Unit Outline: ES246 Authorised: Academic Board, CHC.EDU.AU

Curriculum, Assessment and Reporting (7-12) Christian Heritage College This is not a version-controlled document when printed. 22 July 2025
School of Education and Humanities CRICOS: 01016F Page 1 of 14
Enduring Understanding:

Curriculum, assessment and reporting in secondary school contexts involve discovery, responsibility and
communication between the teacher and their students, and also between the teacher and key stakeholders.

This unit assists pre-service teachers in the secondary (7-12) context to develop the professional responsibilities
required of the secondary teacher to ethically assess, evaluate and report on the learning needs of students in their
care. The multifaceted nature of this process requires pre-service teachers to observe, plan and critique current
assessment and feedback practices in the secondary school context while also considering ethical issues regarding
these practices. Healthy partnerships amongst parents, colleagues and representatives of professional agencies also
need to be negotiated to ensure quality outcomes for each individual child, and secondary pre-service teachers need
to develop their communication skills in relation to these processes.

This unit is designed to build pre-service teachers’ knowledge and understandings of assessment, evaluation and
reporting, and then to assist them with planning, designing and producing authentic and ethical tools, tasks and
strategies for secondary (7-12) learners. The unit will focus on meaningful, authentic and integrated tasks that link
assessment with learning.

On completion of this unit, pre-service teachers will have provided evidence that they have:

1. identified a broad range of assessment and reporting orientations, tools and strategies, including the
use of ICTs, as applied to secondary (7-12) contexts
Graduate Teacher Standards: 5.1, 5.2, 5.5
Graduate Attributes: 1, 2, 4

2. examined the curriculum, unit design, assessment cycle and reporting process, taking into
consideration learners, parents/carers, and other professionals
Graduate Teacher Standards: 2.3, 3.7, 5.1, 5.2, 5.3, 5.5, 7.3
Graduate Attributes: 1, 2, 4

3. critically reviewed relevant secondary (7-12) assessment processes, strategies and feedback tools
including a Christian worldview perspective
Graduate Teacher Standards: 5.1, 5.2, 5.3, 5.5
Graduate Attributes: 1, 2, 3, 4

4. assessed the needs of learners in secondary (7-12) contexts and developed learning programs and
evaluated their effectiveness through the use of assessment data
Graduate Teacher Standards: 2.3, 3.6, 5.1, 5.3, 5.4, 5.5
Graduate Attributes: 1, 2 ,4, 7

5. designed, moderated and produced valid and reliable assessment reporting plans and data records
(which include the use of ICTs) for secondary (7-12) learners and contexts and
Graduate Teacher Standards: 5.1, 5.2, 5.3, 5.4, 5.5
Graduate Attributes: 1, 2

6. communicated at an appropriate tertiary standard, with special attention to design elements,

grammar usage, logical relations, style, referencing and presentation.
Graduate Attributes: 6

1. Relationship between Curriculum and assessment.

1.1 Assessment in the teaching cycle

Unit Outline: ES246 Authorised: Academic Board, CHC.EDU.AU

Curriculum, Assessment and Reporting (7-12) Christian Heritage College This is not a version-controlled document when printed. 22 July 2025
School of Education and Humanities CRICOS: 01016F Page 2 of 14
2. Relationship between learning intention and success criteria.
2.1 Assessment alignment
2.2 Assessment validity. reliability and equity in accessibility
2.3 Rubric construction
2.4 Neurobiology, teaching and learning and assessment

3. Providing quality assessment and feedback for improvement in learning and program effectiveness and its
role from the perspective of the teacher, student and parent/caregiver
3.1 Values and Worldview in teaching, learning, assessment and feedback

4. Assessment ‘as, of and for’ learning in secondary contexts

4.1 Role and use of data
4.1.1 Students learning
4.1.2 Program evaluation and effectiveness
4.2 Role and use of standardised assessment e.g., NAPLAN
4.3 Assessment types
4.3.1 Diagnostic
4.3.2 Formative
4.3.3 Summative assessment
4.3.4 Student feedback

5. Using curriculum in designing assessment tasks and guides for making judgements.

6. Assessment strategies for Years 7-10.

7. Assessment strategies for Years 11 & 12:

7.1 QCAA processes
7.2 Internal and external assessment

8. Legal and ethical responsibilities in assessment and reporting:

8.1 Moderation
8.2 Record keeping
8.3 Professional communication with students and parent/caregivers
8.4 Legal and natural justice considerations

In order to receive a passing grade a student must fulfil the following requirements:

• adequate submission/attempt of all assessment tasks

• achieve a summative exit grade of Pass or above

TASK 1: ASSESSMENT TASK CRITIQUE AND CONSTRUCTION

Part A: Review and critique an assessment task from a specific 7-10 or 11-12 year level and learning area. Discuss
and justify its suitability utilising Australian Curriculum standards, documentation and exemplars, studied theory
and academic research

Part B: Redesign the assessment task in light of the critique clearly articulating and linking the changes.

Word Length/Duration: 1,500 words

Weighting: 30%

Assessed: Week 5

Permitted use of AI:

Unit Outline: ES246 Authorised: Academic Board, CHC.EDU.AU

Curriculum, Assessment and Reporting (7-12) Christian Heritage College This is not a version-controlled document when printed. 22 July 2025
School of Education and Humanities CRICOS: 01016F Page 3 of 14
TASK 2: ASSESSMENT DEMONSTRATION

Selection and justification of learning outcomes, summative task and assessment rubric.

Part A: Select a unit of work from the Australian Curriculum and develop learning outcomes consistent with the unit.

Part B: Design a summative task, student task sheet and marking guide (assessment rubric) to assess the learning
outcomes.

Part C: Justify your learning outcomes, summative task and marking guide (assessment rubric) design, demonstrate
alignment and form a moderation plan.

Word Length/Duration: 1500 words

Weighting: 40%

Assessed: Week 11

Permitted use of AI:

TASK 3: ASSESSMENT PLANNING

Create an assessment package relating the unit of work in Task 2. Include within the package:

• at least two formative tasks/strategies

• data records
• a range of feedback and reporting strategies for students and parent/caregivers

Justify the overall package design and each component from the perspective of the student, teacher and
parent/caregiver.

Word Length/Duration: 1000 words

Weighting: 30%

Assessed: Week 16

Permitted use of AI:

GRADUATE
LEARNING GRADUATE
ASSESSMENT TASK WEIGHTING CONTENT TEACHER
OUTCOMES ATTRIBUTES2
STANDARDS1

Task 1 – Assessment Task 20% 3-6 2, 4, 5, 6, 7 5.1, 5.3 1, 2, 3, 4, 5, 6, 7

Critique and Construction

Task 2 – Assessment 40% 1-6 1, 2, 4, 5, 6, 7 1.2, 1.5, 2.3, 3.1, 1, 2, 4, 6, 7

Planning and 5.1, 5.3, 5.5
Demonstration

Task 3 – Assessment 40% 1-6 3, 4, 6, 7, 8 2.3,3.1, 3.2, 3.7, 1, 2, 4. 5, 6, 7

Planning 5.1, 5.2, 5.4, 5.5,
7.3

1 For a full description of the Graduate Teacher Standards, please go to: www.aitsl.edu.au/docs/default-
source/national-policy-framework/australian-professional-standards-for-teachers.pdf
2 For a full description of the Graduate Attributes, please go to: www.chc.edu.au/graduate-attributes

Unit Outline: ES246 Authorised: Academic Board, CHC.EDU.AU

Curriculum, Assessment and Reporting (7-12) Christian Heritage College This is not a version-controlled document when printed. 22 July 2025
School of Education and Humanities CRICOS: 01016F Page 4 of 14
TASK 1: EXPOSITION/PLANNING

PART A: ASSESSMENT ITEM REVIEW (AI Dependent) & CRITIQUE (No AI allowed)

Select an assessment task (from the list provided) designed for your specific context (P-6). Using GenAI, review the
task’s suitability for the intended year level, adherence to the Australian Curriculum 9.0, and inclusion of best practice
pedagogical approaches for the learning area under consideration. Your AI prompt and the response in tabulated
form is to be submitted as Appendix 2.

Conduct your own review of the chosen assessment task using the Quality Assurance Assessment Task/Marking
Guide checklist. Note the Quality Assurance: Assessment tasks and marking guides checklist must be submitted as part of
the assessment. Submit this as Appendix 3.

CRITIQUE (1000 words)

Your 1000-word critique of the assessment task will be completed with consideration of both reviews. Your critique
must identify and cite key differences in the two responses.

Your critique will be based on a range of its features such as:

• its suitability for the intended year level

• its relevance to state/national curriculum statements (required teaching and learning)
• its adherence to the principles and attributes of quality assessment
• its ability to provide students with opportunity to demonstrate performance of particular criteria
• selection and description of criteria and standards
• employment of pedagogical approaches most suited to the content area addressed by the
assessment task critiqued
• any other ways in which the task is lacking.

You should refer to the following documents to assist you in your review of the assessment item:

• the document titled, “Quality Assurance Assessment Task/Marking Guide checklist” on the ES242/246
Moodle page
• relevant curriculum documentation (especially the sections regarding Assessment, which include
information about /Content Descriptions, Achievement Standards. General Capabilities, and so on)
• sample (exemplary) assessment tasks for the year level to use to compare/contrast with the
assessment task under review (see QCAA website Assessment resources – “Prep-Year 10” tab and
click on “Australian Curriculum” or “Queensland Curriculum”)
• any other documents (subject-specific or otherwise) from the QCAA website and/or the Australian
Curriculum website
• notes from lectures/tutorials (e.g., PowerPoint, handouts)
• any other research/reading regarding assessment task design

PART B: TASK DESIGN (500 words)

Redesign the task that you have critiqued (in Part A) to improve it so that it better meets the objectives of the relevant
curriculum documentation. In redesigning the task, you will give careful attention to a range of features of task
design as discussed in lectures and as relevant to your secondary years teaching area.

Provide a summary of the enhancements you have made and why (not included in word count).

SUBMIT (as a single PDF document):

Critique and identification of task suitability (1000 words)

Redesigned assessment task and summary of enhancements (500 words)

As Appendices (not included in word count):

• Appendix 1 - The original assessment task

• Appendix 2 - GenAI review
• Appendix 3 - Your review
• Appendix 4 - Your completed Quality Assurance Assessment Task/Marking Guide checklist

Unit Outline: ES246 Authorised: Academic Board, CHC.EDU.AU

Curriculum, Assessment and Reporting (7-12) Christian Heritage College This is not a version-controlled document when printed. 22 July 2025
School of Education and Humanities CRICOS: 01016F Page 5 of 14
Write academically using correct APA7 formatting and in-text citations.

Include a reference list in correct APA7 format, and CHC assignment cover page.

TASK 2: PLANNING

You are to demonstrate your ability to identify content descriptors and learning outcomes from a unit of work in
your subject and teaching area (Secondary) and design an authentic summative task to assess those learning
outcomes. You are also to design a guide to making judgement (assessment rubric) which will assist you as a
teacher in assessing the summative task for your selected outcomes. You will provide a detailed description and
justification of your summary task and rubric.

Please note: This task links to Assessment Task #3 in which you will be designing and justifying additional
assessment and feedback tools for a teaching sequence which addresses the selected learning outcomes.

The process:

PART A: CONTENT DESCRIPTORS AND LEARNING INTENTIONS (100-200 words)

• Select a subject and year level which you may be teaching in future.
• Identify Content Descriptors and learning intentions for a potential unit of work for that subject and
year level.
• Complete the ES242/246 Learning Outcomes Planning Sheet (Found under the Assessment
Information/Assessment Task 2 section in Moodle) using the above information.

PART B: SUMMATIVE TASK AND RUBRIC (500-600 words)

• Develop an authentic multi-modal SUMMATIVE assessment task which aligns with and assesses the
contention descriptors and learning intentions you identified.
• Create an engaging Student Task Sheet for the summative assessment task, using the Assessment
task template, provided by the QCAA, 2025.
• Using your learning from Task 1, create a ‘guide for making judgementS’ (assessment rubric) which
you will use to mark the summative assessment task.

PART C: DESCRIPTION AND JUSTIFICATION (700-800 words)

• Justify the design of the summative task and marking rubric. Your justification should include the
following:
• Linkage with the Australian Curriculum
• Attributes of quality assessment
• Moderation: Detail a moderation process to ensure reliability of judgement

SUBMIT: (As a single PDF document)

• Completed Learning Outcomes Planning Sheet (100-200 words)

• Summative Task and Rubric (500-600 words)
• Description/Justification (700-800 words)

Write academically, using correct APA7 formatting and in-text citations.

Include a CHC assignment cover page and reference list in correct APA7 format.

TASK 3: PLANNING/EXPOSITION (1000 words)

Using your selected learning outcomes, summative task and rubric from Task #2:

• Provide an overall summary of how you plan to ensure student progress and feedback is integrated
within the task completion. (250-350 words)
• Identify and describe TWO formative assessment tools to assist in monitoring student progress (300-
400 words)
• Identify and describe TWO feedback strategies to assist the learner and ONE to communicate to
parents/carers (300-400 words)

Unit Outline: ES246 Authorised: Academic Board, CHC.EDU.AU

Curriculum, Assessment and Reporting (7-12) Christian Heritage College This is not a version-controlled document when printed. 22 July 2025
School of Education and Humanities CRICOS: 01016F Page 6 of 14
 • Using the rubric you created in Task 2, create an indicative graded rubric for a B+ standard student and
a C – standard student and write an illustrative cognitive commentary (one paragraph) for each.
(Student facing) (CC2.3)
• Prepare a 45-60 word report comment for the B+ and C- students (Parent facing) (CC4.3)

You should:

SUBMIT: (As a single PDF document)

• Assessment Plan (800-1000 words)

o Formative assessment
o Feedback strategies
• Graded Rubrics (2 of) (not included in word count)
• Cognitive commentary (300-400 words)
o Report comments (2 of) (90-120

Write academically, using correct APA7 formatting and in-text citations.

Include a CHC assignment cover page and reference list in correct APA7 format.

Nil

Bartlett, J. (2015). Outstanding assessment for learning in the classroom. Routledge. ISBN 9781138824508

Sousa, D. (2015). Brain-friendly assessments: what they are and how to use them. Learning Sciences International.
ISBN 9781941112212

Selected readings will be available via the Moodle site for this unit.

CURRICULUM READINGS

Boyle, B., & Charles, M. (2014). Formative assessment for teaching and learning. SAGE.

Brookhart, S. (2013). How to create and use rubrics for formative assessment and grading. Association for Supervision
& Curriculum Development.

Dickens, K., Hanscamp, M., Mustin, A., Parker, C., Stok, J., & White, T. (2015). Transformation by design: A curriculum
development resource for Christian schools. NICE.

Earl, L. (2013). Assessment as learning: Using classroom assessment to maximize student learning (2nd ed.). Corwin Press.

Ellis, V. (Ed.). (2013). Learning and teaching in secondary schools (Achieving QTS Series) (5th ed.). Learning Matters.

Marzano, R.J. (2010). Formative assessment and standards-based grading. Marzano Resources.

Masters, G. (2013). Reforming education assessment: Imperatives, principles and challenges. Australian Council for
Educational Research.

Wiliam, D. (2018). Embedded formative assessment (2nd ed). Solution Tree Press.

Unit Outline: ES246 Authorised: Academic Board, CHC.EDU.AU

Curriculum, Assessment and Reporting (7-12) Christian Heritage College This is not a version-controlled document when printed. 22 July 2025
School of Education and Humanities CRICOS: 01016F Page 7 of 14
JOURNALS

Australian Education Review

Childhood Education

Education

Research and Practice in Assessment

WEBSITES

ACER
https://www.acer.edu.au/

Australian Curriculum, Assessment and Reporting Authority:

http://www.acara.edu.au/home_page.html

Australian Curriculum v8.1:

http://www.australiancurriculum.edu.au

Australian Institute for Teaching and School Leadership:

http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Department of Education and Training, Queensland Government:

http://education.qld.gov.au/schools/about/assessment.html

OTHER

In addition to the resources above, students should have access to a Bible, preferably a modern translation such as
The Holy Bible: The New International Version 2011 (NIV 2011) or The Holy Bible: New King James Version (NKJV).

These and other translations may be accessed free on-line at http://www.biblegateway.com. The Bible app from
LifeChurch.tv is also available free for smart phones and tablet devices.

SEMESTER FEEDBACK AND RESPONSE

Unit Outline: ES246 Authorised: Academic Board, CHC.EDU.AU

Curriculum, Assessment and Reporting (7-12) Christian Heritage College This is not a version-controlled document when printed. 22 July 2025
School of Education and Humanities CRICOS: 01016F Page 8 of 14
TASK 1: ASSESSMENT TASK CRITIQUE AND REDESIGN

LO CRITERIA HIGH DISTINCTION DISTINCTION CREDIT PASS FAIL

3 Analysis and evaluation of Thorough, thoughtful and Effective and detailed Clear and relevant analysis Appropriate analysis and/or Lack of sufficient detail in
the strengths and highly pertinent analysis and analysis and evaluation of and evaluation of the evaluation of the assessment documentation to
weaknesses of the evaluation of the assessment the assessment task, assessment task, clearly task, outlining some aspects demonstrate analysis and/or
assessment task in relation task, comprehensively accurately outlining its outlining its capacity to which relate to its capacity to evaluation of the assessment
to its capacity to facilitate outlining its capacity to capacity to facilitate quality facilitate quality learning facilitate quality learning task in relation to its capacity
quality learning, with facilitate quality learning learning outcomes for outcomes for students, with outcomes for, with to facilitate quality learning
connections to key outcomes for students, with students, with valid and appropriate justification justification through outcomes for students, with
curriculum sources and astute and thorough detailed justification through through connections to key connections to key inadequate justification
academic literature justification through connections to key curriculum sources and curriculum sources and through connections to key
connections to key curriculum sources and academic literature academic literature curriculum sources and
curriculum sources and academic literature academic literature
academic literature

3 Critical reflection on the Insightful and rigorous Thorough critical reflection Detailed critical reflection of Appropriate critical reflection Limited or lack of critical
assessment task from a critical reflection of the of the assessment task in the assessment task in terms of the assessment task in reflection of the assessment
Christian perspective in assessment task in terms of terms of its outworking of of its outworking of the terms of its outworking of task in terms of the
terms of the principles and its outworking of the the principles and attributes principles and attributes of the principles and attributes principles and attributes of
attributes of quality principles and attributes of of quality assessment from a quality assessment from a of quality assessment from a quality assessment from a
assessment (integrity, equity, quality assessment from a Christian perspective which Christian perspective which Christian perspective which Christian perspective and
fairness, thoroughness, Christian perspective which have been, in turn, clearly have been, in turn, applied may have then been applied little or no evidence of
validity, reliability) which are have been, in turn, applied applied to the redesign of to the redesign of aspects of to the redesign of the task ethical practices being
then applied to the with careful consideration to the task the task applied in the redesign of
redesigned task the redesign of the task the task

5 Proficiency in designing Thorough, innovative and Detailed and accurate design Highly appropriate and Appropriately designed Designed assessment task
authentic assessment which accurate design of an of an assessment task, to relevant design of an assessment task, on the does not reflect the relevant
also reflects the relevant assessment task, to facilitate facilitate quality learning assessment task, to whole, but more care and curriculum documentation
curriculum documentation quality learning outcomes outcomes for students and generally facilitate quality detail needed in order to and/or provide opportunity
for students and to reflect to reflect the relevant learning outcomes for facilitate quality learning and for quality learning
the relevant curriculum curriculum documentation. students and to reflect the reflect the relevant
documentation relevant curriculum curriculum documentation
documentation

Unit Outline: ES246 Authorised: Academic Board, CHC.EDU.AU

Curriculum, Assessment and Reporting (7-12) Christian Heritage College This is not a version-controlled document when printed. 22 July 2025
School of Education and Humanities CRICOS: 01016F Page 9 of 14
 LO CRITERIA HIGH DISTINCTION DISTINCTION CREDIT PASS FAIL

6 Communicated at an Consistently controls Controls conventions of APA Very few minor lapses in Some lapses in controlling Frequent lapses in
appropriate tertiary conventions of APA 7 7 academic writing, controlling the conventions the conventions of APA 7 controlling the conventions
standard with special academic writing, referencing and in-text of APA 7 academic writing, academic writing, of APA 7 academic writing,
attention to design elements, referencing and in-text citations to clearly convey referencing and in-text referencing and in-text referencing and in-text
grammars, usage, logical citations to create meaning meaning citations citations citations
relations, style and and effect
presentation. Referencing
and in-text citations
consistently using CHC
required format

Unit Outline: ES246 Authorised: Academic Board, CHC.EDU.AU

Curriculum, Assessment and Reporting (7-12) Christian Heritage College This is not a version-controlled document when printed. 22 July 2025
School of Education and Humanities CRICOS: 01016F Page 10 of 14
TASK 2: PLANNING

LO CRITERIA HIGH DISTINCTION DISTINCTION CREDIT PASS FAIL

1, 3 Identification of appropriate Content descriptors and Content descriptors and Content descriptors and Content descriptors and Content descriptors and
content descriptions and learning outcomes are learning outcomes are learning outcomes are learning outcomes are learning outcomes are
learning outcomes (‘Know’, accurately identified, accurately identified, adequately identified, identified, showing inadequately or inaccurately
‘Do’ and ‘Value’ statements) showing strong showing strong showing good understanding understanding of the chosen identified, showing
which reflect the understanding of the chosen understanding of the chosen of the chosen curriculum curriculum statement/s and inadequate understanding of
expectations/ assumptions curriculum statement/s and curriculum statement/s and statement/s and their their relationship to the the chosen curriculum
evident in the unit outline their relationship to the their relationship to the relationship to the chosen chosen unit outline. statement/s and their
chosen unit outline chosen unit outline unit outline relationship to the selected
unit outline

1, 2, 5, Identification, development A relevant, coherent, logical, A relevant, coherent, logical, A relevant, ethical, engaging A relevant, ethical and A summative assessment tool
6 and presentation of functional, ethical, engaging functional, ethical, engaging and authentic multimodal authentic multimodal and strategies, and guide for
assessment and feedback and authentic multimodal and authentic multimodal summative assessment tool summative assessment tool making judgements (marking
tools and strategies to assess summative assessment tool summative assessment tool and strategies, and guide for and strategies, and guide for rubric) have been prepared
a student’s developmental and strategies and guide for and strategies, and guide for making judgements (marking making judgements (marking and presented but
progress in the chosen making judgements making judgements (marking rubric) which identify student rubric) which identify student inadequately address the
curriculum statement/s, and (marking rubric) which rubric) which identify student learning appropriate to the learning appropriate to the student learning appropriate
appropriate to the chosen identify student learning learning appropriate to the chosen age group and LA chosen age group and LA to the age group and LA.
age group and learning area appropriate to the chosen chosen age group and LA have been well prepared and have been prepared and Links to principles and
age group and LA have been have been comprehensively presented. Well justified links presented. Justified links to attributes of quality
comprehensively and and insightfully prepared and to principles and attributes of principles and attributes of assessment are not evident
insightfully prepared and presented. Accurate, well quality assessment are quality assessment are or inaccurate.
presented. Accurate, justified links to principles evident. evident.
comprehensively justified and attributes of quality
links to principles and assessment are evident.
attributes of quality
assessment are evident.

Unit Outline: ES246 Authorised: Academic Board, CHC.EDU.AU

Curriculum, Assessment and Reporting (7-12) Christian Heritage College This is not a version-controlled document when printed. 22 July 2025
School of Education and Humanities CRICOS: 01016F Page 11 of 14
 LO CRITERIA HIGH DISTINCTION DISTINCTION CREDIT PASS FAIL

1, 3 Summary description and Thorough, insightful, Thoughtful and effective Valid summary description Some summary description Little or no attempt has been
justification of a tool relevant coherent and summary description and and justification of and justification of made to summarise,
to the assessment of a comprehensive summary justification of presented presented assessment tools presented assessment tools describe and/or justify the
student’s progress in the description and justification assessment tools and and strategies in terms of and strategies, in terms of presented assessment tools
chosen curriculum of presented assessment strategies, in terms of their their relevance in assessing a their relevance in assessing a and strategies
statement/s tools and strategies, in terms relevance in assessing a student’s progress in the student’s progress in the
of their relevance in student’s progress in the chosen curriculum chosen curriculum
assessing a student’s chosen curriculum statement/s and relevant statement/s and relevant
progress in the chosen statement/s and relevant context, and with context, and with
curriculum statement/s and context, and with connections to relevant connections to relevant
relevant context, and with connections to relevant academic literature and academic literature and
connections to relevant academic literature and principles and attributes of principles and attributes of
academic literature and principles and attributes of quality assessment quality assessment
principles and attributes of quality assessment
quality assessment

6 Communicated at an Consistently and accurately Accurately controls Controls conventions of APA Very few minor lapses in Frequent lapses in
appropriate tertiary standard controls conventions of APA conventions of APA 7 7 academic writing, controlling the conventions controlling the conventions
with special attention to APA 7 academic writing, academic writing, referencing and in-text of APA 7 academic writing, of APA 7 academic writing,
7 design elements, referencing and in-text referencing and in-text citations to clearly convey referencing and in-text referencing and in-text
grammars, usage, logical citations to create meaning citations to create meaning meaning citations citations
relations, style and and effect and effect
presentation.
Referenced and cited
consistently using CHC APA 7
required style

Unit Outline: ES246 Authorised: Academic Board, CHC.EDU.AU

Curriculum, Assessment and Reporting (7-12) Christian Heritage College This is not a version-controlled document when printed. 22 July 2025
School of Education and Humanities CRICOS: 01016F Page 12 of 14
TASK 3: PLANNING/EXPOSITION

LO CRITERIA HIGH DISTINCTION DISTINCTION CREDIT PASS FAIL

1, 2, 5, Preparation of assessment Consistently relevant, Relevant, coherent, logical, Relevant, useful and ethical Generally relevant and Most assessment tools and
6 and feedback tools and coherent, logical, useful, useful and ethical assessment tools and useful assessment tools and strategies have been
strategies to identify student motivating and ethical assessment tools and strategies have been strategies have been inadequately
learning appropriate to the assessment tools and strategies have been effectively prepared and appropriately prepared and prepared/presented and/or
chosen age group and strategies have been perceptively prepared and presented, in order to presented, in order to may not be relevant, useful or
learning area comprehensively and presented, in order to identify student learning identify student learning ethical in identifying student
insightfully prepared and identify student learning appropriate to the chosen appropriate to the chosen learning appropriate to the
presented, in order to appropriate to the chosen age group and LA age group and LA chosen age group and LA
identify student learning age group and LA
appropriate to the chosen
age group and LA

3, 4, 5 Summary and justification of Thorough and insightful Insightful connections have Thoughtful connections have Generally appropriate Inadequate or irrelevant
assessment and feedback connections have been been made with curricular been made with curricular connections have been connections have been
tools and strategies made with curricular intentions and learning intentions and learning made with curricular made between the curricular
developed, in terms of their intentions and learning outcomes, perceptively outcomes, summarising and intentions and learning intentions and learning
relevance to the chosen age outcomes, comprehensively summarising and justifying justifying the relevance of all outcomes, summarising and outcomes /limited summary
group and learning area, and and perceptively the relevance of all of the of the assessment tools and justifying most of the and justification of the
how data collection will be summarising and justifying assessment tools and strategies to the chosen age assessment tools and assessment tools and
used to inform future the relevance of all of the strategies to the chosen age group and LA, making strategies to the chosen age strategies to the chosen age
teaching assessment tools and group and LA, making connections with relevant group and LA, making group and LA, /making
strategies to the chosen age connections with relevant academic literature, and how connections with relevant limited connections with
group and LA, and how data academic literature, and how data collection will be used academic literature, and how relevant academic literature,
collection will be used to data collection will be used to inform future teaching data collection will be used and how data collection will
inform future teaching to inform future teaching to inform future teaching be used to inform future
teaching

3 Understanding the impact of Astute, insightful and Perceptive and specific Thoughtful reflections have Broad and generalised Reflections from a Christian
the principles and attributes focused reflections have reflections have been made been made regarding the reflections have been made perspective lack substance
of quality assessment from a been made regarding the regarding the principles and principles and attributes of regarding the principles and and depth of thought
Christian perspective on principles and attributes of attributes of quality quality assessment from a attributes of quality regarding ethical practices in
assessment and reporting quality assessment from a assessment from a Christian Christian perspective in assessment from a Christian assessment and/or reporting
Christian perspective in perspective in assessment assessment and reporting perspective in assessment
assessment and reporting and reporting and reporting

Unit Outline: ES246 Authorised: Academic Board, CHC.EDU.AU

Curriculum, Assessment and Reporting (7-12) Christian Heritage College This is not a version-controlled document when printed. 22 July 2025
School of Education and Humanities CRICOS: 01016F Page 13 of 14
 LO CRITERIA HIGH DISTINCTION DISTINCTION CREDIT PASS FAIL

6 Communicated at an Consistently and accurately Accurately controls Controls conventions of APA Very few minor lapses in Frequent lapses in
appropriate tertiary controls conventions of APA conventions of APA 7 7 academic writing, controlling the conventions controlling the conventions
standard with special 7 academic writing, academic writing, referencing and in-text of APA 7 academic writing, of APA 7 academic writing,
attention to design elements, referencing and in-text referencing and in-text citations to clearly convey referencing and in-text referencing and in-text
grammars, usage, logical citations to create meaning citations to create meaning meaning citations citations
relations, style and and effect and effect
presentation.
Referenced and cited
consistently using APA 7
required style

Unit Outline: ES246 Authorised: Academic Board, CHC.EDU.AU

Curriculum, Assessment and Reporting (7-12) Christian Heritage College This is not a version-controlled document when printed. 22 July 2025
School of Education and Humanities CRICOS: 01016F Page 14 of 14