STAGE 6 Biology YEAR 12 (2018)

ASSESSMENT TASK 2 – BIOLOGY

Task Title: Multimodal Presentation

Module Addressed Module 7: Infectious Diseases

Weighting 25%
Date of Notification Week 2, Term 3
Due Date for
Week 8, Term 3
Submission

Secondary-sourced research investigation (in home) submitted as a multimodal

Nature presentation/video

Task Description

As a biosecurity officer you are required to do a research-based investigation on the outbreak of an

infectious disease that has recently posed a threat to Australia.
You will be required to thoroughly research a range of secondary sources to collect, analyse and evaluate
data the on various aspects of the chosen disease (see the detailed task description). You will develop an
evidence-based argument around the management strategies in practice and submit your research in the
form of a multimodal presentation/video to create awareness in the community.
Two selected presentations/videos will be played during the school’s science week for generating
awareness in the local community members.

Stage 6 Outcomes Assessed

BIO12-14 analyses infectious disease in terms of cause, transmission, management and the organism’s
response, including the human immune system
BIO11/12-3 conducts investigations to collect valid and reliable primary and secondary data and
information
BIO11/12-4 selects and processes appropriate qualitative and quantitative data and information using a
range of appropriate media
BIO11/12-5 analyses and evaluates primary and secondary data and information
BIO11/12-7 communicates scientific understanding using suitable language and terminology for a
specific audience or purpose

Student & Teacher to complete

Student Name: Date assessment Date assessment Student’s sign Teacher’s sign
notification received submitted

Marking Summary
Your mark out of 50 Your grade (A-E)

1
STAGE 6 Biology YEAR 12 (2018)

Rationale

Infectious diseases in plants and animals continue to pose serious threat to national and global economies.
Persistent disruptions caused by infectious diseases contribute to food insecurity, loss of biodiversity and
result in mortality in millions of people throughout the world. In Australia, recent outbreak of two such
diseases namely, Panama disease in Banana crops and Buruli ulcer in human populations has caused a grave
concern within the government and research organisations, thus resulting in a huge demand for an extensive
research in the area.

This task provides you an opportunity to get into the shoes of a biosecurity officer and gain comprehensive
knowledge on the chosen infectious disease while working scientifically. It allows you to synthesise
existing research and examine the pattern and trends involved in the progression of the disease to develop a
deep understanding in the area. By encouraging you to critically evaluate the current disease management
strategies, this task provides you an opportunity to develop an awareness of emerging research trends in the
scientific world. Effective communication of your research through an audio-visual presentation allows you
to demonstrate your in-depth knowledge in the area and generate an awareness in your community.

Detailed Task Description

As a biosecurity officer you are required to conduct a research-based investigation using relevant and
reliable secondary-sources to collect, analyse and evaluate the data on only one of the following infectious
diseases of your choice. You will then create and submit a multimodal presentation/video based on your
investigation of the disease.

1. Panama disease in Bananas or

2. Buruli ulcer in humans

To demonstrate the ability to conduct a secondary-sourced research, the presentation/video should follow
the structure outlined below,

Section 1: Introduction
 Include a title of your research (be creative, refer to recent news articles, such as
https://ab.co/2HGNUtE or https://bit.ly/2HRJCNB)
 Briefly introduce what are infectious diseases
 Explain your reasons for researching the chosen disease and why is it important to study this disease,
especially in Australia (you can include statistical data from government websites like Australian
Bureau of Statistics http://www.abs.gov.au/ to support your argument)
 Describe what approach have you followed to conduct the research (provide evidence for choice of
secondary-sources peer-reviewed or not, news articles, government websites etc.)
 Describe how the information is sequenced and presented in the video (graphic organisers like data flow
diagrams can be used)

Section 2: Synthesis of research

Use a range of sources (2-3 newspaper articles, 2-3 government websites and at least 2 peer-reviewed
journal articles) and, compares and contrasts them to extract valid and reliable data to:
 Identify and describe the causal pathogen (the scientific name of the pathogen should be presented in
correct format. For example, Escherichia coli not as Escherichia coli)
 Address the cause and effect of the disease on host (can be represented using graphic organisers like
fishbone diagrams)
 Discuss the symptoms produced in the host

2
STAGE 6 Biology YEAR 12 (2018)
 Discuss the response generated by the host (include both physical and chemical changes)
 Examine different modes of transmission of disease (soil-borne/ air-borne/ water-borne/ by contact)
 Examine the methods for management of the disease (include both prevention and treatment)

The extracted information from different sources should be critically evaluated with respect to its
authenticity and errors (if any). The sources must be connected using logical connections and transitions
rather than just a list of collected information.

Section 3: Evaluation of management strategies

 Evaluate the currently followed strategies used to prevent the spread, effectively manage and treat the
disease.
 Evaluation should be based on cost, effectiveness of the strategy and impact on economy.
 Develop an evidence-based argument to support/ disapprove the existing management strategies used in
Australia.

Section 4: Conclusion
 Make a short statement on the importance of your research and how this gathered data is going to
generate an awareness in the community

Section 5: References
 Include a reference list of all the sources used in the research investigation, such as newspaper articles,
government websites, peer-reviewed journal articles and videos)
 Follow the below mentioned format for your references

Reference format
Newspaper article:
Author’s name. (Year, Month & Date of publication). Article title. Newspaper name. Retrieved from weblink

Government website:
Government department. (Year of publication). Title. Retrieved from weblink. Date accessed.

Peer-reviewed journal article:

Author’s name. (Year of publication). Article title. Journal name, volume number (issue number), page from-page to.
Retrieved from weblink

Two selected presentations/videos will be played during the school’s science week for generating awareness in the
local community members.

GLOSSARY OF KEY VERBS

INTRODUCE EXPLAIN ADDRESS

bring a subject to the attention relate cause and effect; make give attention to a
for the first time the relationships between matter/problem
things evident

DISCUSS DESCRIBE DEVELOP

identify issues and provide provide characteristics and bring something into existence
points for and/or against features

EXAMINE
inquire new information to
prove/disapprove something
EVALUATE
IDENTIFY make a judgement based on
to recognise and name information/criteria
inquire new information to
3 prove/disapprove something
STAGE 6 Biology YEAR 12 (2018)

Assessment Criteria: A student

 Provides a clear and coherent description of the chosen disease and its impact on Australian economy.

 Uses a range of reliable secondary sources to extract the relevant data and information.

 Uses a variety of relevant media to present the selected data and information.

 Analyses and evaluates the existing management strategies to develop a logical argument.

 Uses biological terminology effectively and correctly.

 Appropriately acknowledges and references all the secondary sources used in research using the given format.
 Creates an engaging multimodal presentation/video which clearly demonstrates understanding of the chosen
disease and includes all the requirements of the task.

Checklist for Success

(Tick the relevant boxes for the tasks completed in this assignment)
I have:

included a relevant title for the presentation/video and mentioned my name and class details also.

included an introduction covering infectious diseases in general.

identified the chosen infectious disease, its causal pathogen and provided reasoning for the choice and
relevance of studying the disease for Australia.
included the effects of the diseases on host, information on symptoms and responses produced in the
host, disease transmission and management strategies in use.
analysed and evaluated the disease management strategies to develop a logical argument.

included a conclusion and a list of references.

provided evidence for validity and accuracy of the information collected from selected secondary
sources (used peer-reviewed journal articles/ reliable newspapers and websites).
used range of media for presenting the information (pictures, videos, graphic organisers, texts).

used correct and precise biological terminology throughout the presentation/video.

kept into consideration the time limit for the presentation/video.

Submission Instructions
For this task, you must create a multimodal presentation/video to present your secondary-sourced research
investigation and submit it to the teacher for assessment.
 You are encouraged to use a range of audio-visual resources (e.g. photographs, video clips, sound clips,
text, voiceovers etc.) to address the assessment criteria and support your investigation.
 Must be submitted as a single file (MPEG/AVI/WMV format).
 The duration of the video can be 12-15 minutes (must not be less than 12 and more than 15 minutes).
 Must be handed over to the teacher in a USB drive/ uploaded on You tube and link emailed to teacher
(please ensure that the links are not made public) with your name and class details.
 This complete notification booklet (page number 1-9) must be handed back to the teacher along with USB
drive or You tube link.
 Late submissions will result in deduction of 2 marks per day.

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STAGE 6 Biology YEAR 12 (2018)

Marking Criteria
Outcome Criteria
assessed A B
A student: (21-25)
Demonstrates a highly
sustained and comprehensive
understanding of the chosen
disease by synthesising the
Provides a clear and information on cause and
coherent description effect, symptoms and response
of the chosen disease produced in host and its
BIO12-14 transmission.
and its impact on
Australian economy
(7 marks) Clearly examines the impact
of the chosen disease on
Australian economy and backs
the response with statistical
data.
(16-20)
Demonstrates a clear
understanding of the
chosen disease by
synthesising the
information on cause and
effect, symptoms and
response produced in host
and its transmission.
Clearly examines the
impact of the chosen
disease on Australian
economy.
Grade scale and Mark
C D
(11-15)
Attempts to synthesise the
extracted information and
summarises key points of the
chosen disease in terms of
cause and effect, symptoms
and response produced in
host and its transmission.
Summarises the impact of
chosen disease on Australian
economy.
(6-10)
Mostly summarises the
key aspects relevant to the
chosen disease but does
not attempt to connect the
information.
Outlines the impact of
chosen disease on
Australian economy.
E
(1-5)
Attempts to identify the
aspects of the disease but
does not attempt to connect
the information.
Enlists the impact of
chosen disease in general.

Extensively uses a wide range
of valid and reliable secondary
Uses a range of sources.
reliable secondary
sources to extract the
relevant data and The sources used are highly
information (3 marks) relevant to the area of research
and provide a strong evidence
BIO11/12-3 of critical reading.
Good use of a range of
valid and reliable
secondary sources (more
than 6).
The sources used are
highly relevant to the area
of research and support
critical reading.
Uses some valid and reliable
secondary sources (at least
6).
The sources used are mostly
relevant to the area of
research.
Uses at least 6 reliable
sources.
The sources used are
somewhat relevant to the
area of research.
Uses less than 6 sources
out of which some are
unreliable.
The sources used are
irrelevant to the area of
research.

Appropriately Appropriately and consistently Appropriately Acknowledges all the Acknowledges some Does not properly
acknowledges and acknowledges all the sources acknowledges all the sources and presents sources and presents acknowledge and lacks
references all the and presents references in an sources and presents references in mostly references in somewhat accuracy in referencing
secondary sources accurate format. references in an accurate accurate format. accurate format. format and includes over-
used in research format. reliance on paraphrasing
using the given and quotes.
format (2 marks)

Uses a variety of Uses a wide variety of Uses a variety of relevant Adequately uses relevant Occasionally uses only few Mostly uses texts or
BIO11/12-4 relevant media to relevant media (graphs, media (graphs, graphic media (graphs, graphic forms of relevant media paragraphs to narrate data
process the selected graphic organisers, tables) to organisers, tables) to organisers, tables) to process (graphs, graphic
5
STAGE 6 Biology
data and information process and interpret data and
(3 marks) information
Thorough analysis and critical
evaluation of the existing
management strategies with
Analyses and respect to their cost,
evaluates the existing effectiveness and impact on
management national economy.
BIO11/12-5 strategies to develop
a logical argument
Develops a coherent and an
(5 marks) evidence-based argument in
support/against the methods
used in Australia.
Uses biological Extensively uses precise
terminology biological terminology
effectively and effectively and accurately
accurately throughout in a wide range of
(2 marks) contexts.
Creates an engaging The multimodal
multimodal presentation/video:
presentation/video
- Is highly imaginative,
which clearly
BIO11/12-7 engaging and uses flair
demonstrates
- Presents the information in
understanding of the
a clear, consistent and
chosen disease
coherent manner
(3 marks)
- Uses a wide variety of
relevant audio-visual
techniques
- Meets the requirements of
time limit and structure
process and interpret data
and information
Analysis and strong
evaluation of existing
management strategies
with respect to their cost,
effectiveness and impact
on national economy.
Develops an evidence-
based argument in
support/against the
methods used in Australia.
Frequently uses precise
biological terminology
effectively and accurately
in a range of contexts.
The multimodal
presentation/video:
- Is quite imaginative and
engaging
- Presents the information
in a clear, and coherent
manner
- Uses a good variety of
relevant audio-visual
techniques
- Meets the requirements
of time limit and
structure
6
and interpret data and
information
Analysis and sound
evaluation of existing
management strategies with
respect to their cost,
effectiveness and impact on
national economy.
Develops a sound argument
in support/against the
methods used in Australia.
Frequently uses general
biological terminology and
accurately in a range of
contexts.
The multimodal
presentation/video:
- Is imaginative and mostly
engaging
- Presents the information
in a clear, and mostly
coherent manner
- Uses adequate variety of
audio-visual techniques
- Meets the requirements
of time limit and most of
the structure
organisers, tables) to
process and interpret data
and information
Some analysis and
evaluation of existing
management strategies is
apparent.
Develops a generic
argument around the
methods used in Australia.
Uses some general
biological terminology
accurately in limited
contexts.
The multimodal
presentation/video:
- Is somewhat
imaginative and
engaging
- Presents the
information adequately
and clearly conveys the
key aspects
- Uses some variety of
audio-visual techniques
- Meets the requirements
of time limit and most
of the structure
YEAR 12 (2018)
and information. Rarely
uses different media.
Lacks attempts for analysis
and evaluation of existing
management strategies is
apparent.
Summarises the methods
used in Australia.
Limited use of general
biological terminology
The multimodal
presentation/video:
- Lacks imagination, is
unengaging and vague
- Presented information
lacks clarity
- Uses very few audio-
visual techniques,
mostly inadequate
- Does not meet the
requirements of time
and structure
STAGE 6 Biology YEAR 12 (2018)

Teacher Feedback

Outcome What can be done to

Criteria Positive areas Areas that need improvement
assessed improve?
Provides a clear and coherent
description of the chosen disease
BIO12-14
and its impact on Australian
economy
Uses a range of reliable
BIO11/12-3 secondary sources to extract the
relevant data and information
Uses a variety of relevant media
BIO11/12-4 to process the selected data and
information
Critically evaluates the existing
BIO11/12-5 management strategies to
develop a logical argument
Uses scientific language and
grammar effectively and
correctly

Appropriately acknowledges
and references all the secondary
BIO11/12-7 sources used in research using
the given format

Creates an engaging multimodal

presentation/video which clearly
demonstrates understanding of
the chosen disease

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STAGE 6 Biology YEAR 12 (2018)

Student Reflection

1. I liked/disliked this assessment task because ……

2. The most challenging part of this assessment for me was/were ……

3. I believe my strengths in this task was/were ……

4. I need help to improve with ……

5. I can improve my work by …….

6. Studying infectious diseases is valuable as ……

8
STAGE 6 Biology YEAR 12 (2018)

Student Declaration of Originality

(Must be read and signed by student for submission of their work)

This is to confirm that the work contained in this assessment task is all my own work. I have appropriately
referenced all the secondary sources used in this research task and have not plagiarized the work of others.
I understand that, if this declaration is found to be misleading, then marks can be deducted, and disciplinary
action can take place against me in accordance with the school’s policies.

I have kept a copy of the completed assessment task for my own records.

Student signature: .....................................................................................

Assessment Task Submission Receipt

(To be filled by student and cut along the dotted line by the teacher only and handed over to the student on
submission of their work)

Course Name:

Student Name:

Assessment Task Number & Title:

Teacher’s Name:

Teacher’s Signature:

9
 DISCUSSION

Assessment is a vital component of the education system that defines the intricacies of the teaching

and learning process. It is a multipurpose tool that allows identification of students’ diverse learning needs,

understanding of their prior knowledge base and evaluation of their current learning outcomes (LOs), to

inform teaching practice and educational policies (William, 2013). By evaluating student LOs, assessment

highlights the areas of improvement in student learning and thereby informs students’ learning process

(Timperley, 2009). In consideration to the powerful role played by assessment, the following paragraphs

evaluate the importance of assessment in a range of educational contexts, approach to effective assessment

design and effective feedback in practice to inform a pre-service teacher’s teaching practice.

In an educational process, the importance of assessment can be understood by examining its level,

purpose and nature, which are often interlinked (Muskin, 2015). Assessments can be conducted at classroom

and school-level, for fostering student learning, informing teaching practice, measuring student LOs and

evaluating student achievement, or at system-level, to evaluate and inform educational policies at national

and international level (Cresswell, 2016). Formative assessments (assessment for/as learning) are conducted

at classroom level and focus on formation of learning in students. They occur throughout the instructional

period in the form of planned pauses to remediate/reinforce learning (Gupta, 2016). School and system-level

assessments are mostly summative assessments (assessment of learning) (NSW Education Standards

Authority (NESA), 2017). They occur at pre-determined time in the school year to judge how well the

learning has formed, evaluate students’ achievement and present it as a score/grade to provide an evidence of

their learning and understanding (Surgenor, 2010).

Often considered as high stakes, due to their visibility and role in informing educational policies,

summative assessments are done in the form of standardised tests like HSC examination, NAPLAN and

PISA. These tests monitor and evaluate students’ educational outcomes and literacy against national and

international standards respectively, to inform future curriculum, teaching strategies, learning and

10
achievement standards and assessment policies (Klenowski & Wyatt-Smith, 2011; Looney, 2011). Research

however, points out that such high-stake standardised tests raise the anxiety levels in students, encourage

teaching to test practice, have a little impact on teacher’s instructional strategies and therefore, do not allow

students to achieve their full learning potential (The Department of Education and Training (DET), 2018;

Surgenor, 2010). To overcome this, studies recommend continuous, on demand, individualised formative

assessments and tailored teaching to bring about holistic learning in individual students (DET, 2018).

Studies also recommend the inclusion of data literacy and data interpretation in pre-service teacher education

to allow teachers how to effectively utilise the generated data to redesign their pedagogies (Piro, Dunlap &

Shutt, 2014).

Formative assessments build “learning to learn” skills in students and are therefore recognised as the

most powerful tool to support and shape student learning (William, 2013; The Organisation for Economic

Co-operation and Development (OECD), 2008). Teachers collect informal/formal formative assessment data

to benchmark students’ existing knowledge and skills, see how students are learning new concepts and

applying scientific skills and determine the required changes to improve their learning (Hume & Cole,

2009). In science, this is done by monitoring student performance during classroom discussions, activities,

practical investigations, individual/group tasks, quizzes, surveys, planned diagnostic tests, research

investigations and report writing (Decristan et al., 2015). Formative assessment also empowers students to

use self-evaluation and feedback provided in teacher assessed or peer assessed tasks to realise their learning

needs and goals. (Muskin, 2015). By ensuring students’ involvement in their learning progress, it motivates

them to evaluate their achievements and thus drive their own learning (Marsh, 2007).

However, a formative assessment is only said to be effective if the data generated from the

assessment is used by the teachers to reflect on their practice, provide a timely feedback, redesign their

lessons and restructure their pedagogies around student needs to enhance student learning (William, 2013;

OECD, 2008). Despite the importance in raising the overall standards of student achievements, formative

assessments are not being used effectively and frequently in Australian classrooms (Renshaw, Baroutsis, van

11
Kraayenoord, Goos & Dole, 2013; OECD, 2008). Studies suggest that the prominence of high-stakes

summative assessments/examinations in getting funding, pressure exerted by school authorities on teachers

for higher scores (especially in science and mathematics), restrictive nature of teachers, use of traditional

teacher-centred learning activities and lack of reflection time for both teachers and students, act as barriers

for wider use of formative assessment to enhance learning (Frunza, 2014; Renshaw et al., 2013; Marsh,

2007).

Educational assessment measures the learning outcomes and knowledge that is valued. Although,

research asserts that all the assessments have same fundamental function of evaluating student learning at a

given point of time but, getting the assessment right determines the effect it is going to have on student

learning (Masters, 2013). Equity, validity, reliability, consistency, engagement, timeliness, feedback and

alignment are all elements of an effective assessment (Centre for Education Statistics and Evaluation

(CESE), 2015). Equitable access to assessment ensures that every student gets equitable opportunity to

demonstrate learning. This is made possible through use of differentiated instructions, scaffolded structures,

provision of alternate forms of expression/response, allocation of sufficient timeframe for task submission

and incorporation of reasonable adjustments to assessment tasks depending upon students’ learning needs

(NESA, 2017; CESE, 2015). For instance, HSC and NAPLAN both support differentiation by including

questions that vary across student abilities and cognitive levels and provision of reader/writer to assist

students with disabilities (only HSC) (NESA, 2017). However, creating standard criteria for consistency in

marking across the variable forms of expression and retrospective adjustments like scaffolding is time-

consuming and therefore, act as barriers for bringing equity in assessment (Graham, Tancredi, Willis &

McGraw, 2018). Literature suggests the incorporation of universal design of learning across the curriculum

to overcome these barriers and promote equity in education (Burgstahler, 2015).

To ensure effectiveness, NESA promotes a criterion-referenced approach to assessments. It

encourages teachers to align the assessment criteria with the provided intended learning outcomes (ILOs) for

12
measuring progress and achievement (NESA, 2018; Donnelly, 2007). In contrast to the norm-referenced

approach that evaluates students’ work by comparing their performance with that of their peers, criterion-

referenced approach evaluates performance of all students against selected criteria and thereby adds to the

equity and consistency in assessment design (CESE, 2015). In the new syllabus for stage 6 science, the ILOs

emphasise on the development of working scientific skills over the knowledge and understanding outcomes

to enable life-long learning in students (NESA, 2017). Designing the assessment task by selecting criteria

that directly align with these ILOs ensures the validity of an assessment (Donnelly, 2007). It not only

restricts the rote memorisation of content but, instead encourages students to apply their knowledge for

development of deeper-understanding and problem-solving skills (Biggs & Tang, 2007).

To ensure consistency of the assessment, teachers can use marking/analytic rubrics along with the

suggested performance descriptors from NESA. In combination, they can be used to evaluate the student

performance against the assessment criteria (NESA, 2017). By clearly outlining the assessment criteria,

defining the performance descriptors and specifying the weightage for each criterion, teachers can not only

promote an evidence-centred, assessment design but, also promote consistency and objectivity in their

marking and provide effective feedback (National Research Council (NRC), 2014). An effectively designed

rubric allows students to understand the expectations, reflect on their performance and motivates them to

perform better (Allan & Tanner, 2006).

Last but not the least an effective assessment provides a constructive, comprehensive, and timely

feedback to assist students with their learning (Hattie & Timperley, 2007). An effective feedback provides

meaningful information, appreciates student strengths and targets their weaknesses to suggest improvement

strategies. A balance between positive and negative feedback motivates students and enables them to

“reinforce positive reactions and moderate the effect of negative comments” to foster learning (Zimbardi et

al., 2017, p.500). Provision of appropriate time to reflect on the feedback also forms an integral part of the

assessment design as, it allows students to close the gap between attempted and expected performance

(Nicol & Macfarlane‐Dick, 2006). Despite the large influence of feedback on student learning, reports

13
suggest that a huge number of students experience lack of clarity and dissatisfaction with the provided

feedback (Zimbardi et al., 2017). Growing number of students, unmanageable workloads and constant

pressure on teachers are the suggested reasons that hinder the provision of extensive and meaningful

feedback (Wiggins, 2012).

An effective feedback is specific to the ILOs and the assessment criteria (Hattie & Timperley, 2007).

This clarifies student learning in relation to the selected outcomes being assessed to benefit the student.

Depending upon the assessment activity, the form of feedback may vary between written or oral and formal

or informal but, its intention to generate a student-teacher dialogue on improving learning remains the same

(NESA, n.d.). Studies suggest that most of the teachers rely on written feedback following an assessment,

which is not only time-consuming but, also effects the quality of the provided feedback, especially for a

large cohort (Wiggins, 2012). Alternative forms of feedback like class discussions, digital tools to support

audio or digital annotations, checklists, exit slips, blogs, wikis and forums can be used to provide continuous

formative feedback to improve student learning and also inform teaching practice (NESA, n.d.). Peer

feedback and self-reflection are also the forms of feedback that are being increasingly employed to enhance

high-order thinking skills and promote student-centred learning (Collins, 2014).

By assessing the students’ LOs, assessments judge the efficacy of the implemented curriculum and

the educational policies in operation and thereby, evaluate the adequacy of the educational system

(Cresswell, 2016). Due to the high influence of assessment on students’ learning patterns and their academic

focus, teaching pedagogies and educational policies, the approach followed for an assessment and its

subsequent design, therefore, must be thoroughly planned before implementation (Surgenor, 2010).

14
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both teachers and learners. CBE— Life Sciences Education, 5(3), 197-203. doi:10.1187/cbe.06-06-

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Biggs, J. and Tang, C. 2007. Teaching for quality learning at university: what the student does, 3rd ed., New

York, NY: McGraw-Hill.

Burgstahler, S. E. (2015). Universal design in higher education: From principles to practice. Harvard

Education Press. Cambridge: MA.

Centre for Education Statistics and Evaluation. (2015). Re-assessing assessment. NSW Department of

Education: Sydney. Retrieved from

https://aisnsw.edu.au/Services/EducationResearch/Latest%20Research%20Documents/Re-

assessing%20Assessment_v6.pdf

Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking. Curriculum & Leadership

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