Subject Area: VCE Chemistry
Author: Zoe Skeggs, Josephine Lim, Claudia Massey, Leo So
Description
Poster based on communicating findings of a scientific investigation. This is a task based on the 2016-2021 VCE Chemistry Study Design (VCAA, 2015, p. 23). The topic is related to water quality (Unit 2, Area of Study 3) (VCAA, 2015).
Curriculum links
Refer to the constructed matrix for rubrics in each capability. The capabilities were developed using VCE Chemistry Study Design accredited from 2016 – 2021 (VCAA, 2015, pp. 9 -11).
Click to access ChemistrySD-2016.pdf
Procedural Properties
| Purpose | This task will appropriately assess students’ ability to “design and undertake a quantitative laboratory investigation related to water quality, and draw conclusions based on evidence from collected data.” (VCAA, 2015, p.23) |
| Administer | Accurate – Teacher gives a template for the poster and explains what is expected from each component. Make-up hours will be given if students are absent.
Authentic – Students record their progress in a logbook to be signed by teacher at the end of each session. Adequate – Indicators in the assessment matrix follows the requirements outlined in the study design. Aptly timed – Students will be allocated 5 hours of class time to design and implement their investigation, as well as communicate their findings. This is in line with the recommendations from the Study Design (VCAA, 2015, p.24). Students may complete their work at home. |
| Record | Students must keep a log of their progress which is kept in a physical log book. This is line with the Study Design requirements for a scientific investigation (VCAA, 2015, p.11). This is periodically checked by the teacher. The final product (poster) is constructed and submitted electronically to Turnitin. |
| Interpret | The assessment can be used to identify students’ ZAD and ZPD using levels derived from cut-points. This data is to be used for internal school assessment purposes. In Unit 2, students are only required to achieve a “Satisfactory” level for reporting purposes (VCAA, 2015). This can also be determined using the matrix. |
| Use | The marks which students achieve go towards assessing student progress within Unit 2 of VCE Chemistry. Students’ ZAD and ZPD were identified through a Guttman analysis and used to inform future teaching of skills and knowledge. |
| High | Able to effectively analyse and discuss the chemical, social and environmental impacts of issue |
| Medium | Able to discuss chemical, social and environmental impacts of issue |
| Low | Able to report on impacts of issue |
Construct
| High | Plans control of variables and evaluates results based on theory |
| Medium | Refers to theory and data to provide context and assess hypothesis, provides reasons for investigation, conducts investigation safely, analyses results and suggests improvements to method |
| Low | Students at this level follow the convention of scientific report (Includes title, aim, hypothesis, method, risks, results, discussions, conclusion and references) |
Rubrics
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reliable rubrics 