Assessment

=Assessment of student learning=

Student learning of the various objectives within this unit of work will be assessed both **formatively** and **summatively**. An outline of the ways in which student learning will be assessed is set out below.

Formative assessment of student learning will take place throughout the unit of work. It will be used to gauge student understanding of the concepts being taught and to provide information as to any alterations to teaching and learning approaches that may be required in order to maximise student learning outcomes. The three main means of formative assessment are described below.

//**Ongoing teacher monitoring **// The teacher is to engage in ongoing monitoring of student progress towards completion of their selected tasks. This will likely take the form of casual interactions with students as they are working, providing feedback on work in progress and responding to student questions.

The precise means of formative assessment will depend on the particular task in question. For example, where students are working towards completion of a worksheet, formative assessment of progress may take the form of a brief review of the student’s work to ensure answers are accurate and sufficiently detailed, and the provision of oral feedback as appropriate. Where students are working towards the preparation of a role play, formative assessment may take the form of observation and provision of oral feedback on a rehearsal of the role play.

//**Weekly student/teacher interview **// The teacher is to conduct a brief (5 minute), one-on-one interview with each student each week, during scheduled lessons. This interview will comprise two parts:
 * 1) The teacher is to first check that each student is on track for completion of the required number of activities for each objective. This may be done through review and discussion of the student’s task summary sheet, which forms part of the student contract.
 * 2) The teacher is to check each student’s learning of the objectives covered to date by asking for a verbal response to a range of targeted questions, and discussing student responses as necessary. For example, to test student understanding of objective 4 (outline the distinction between civil and criminal law proceedings), the teacher might ask questions such as:
 * Tell me three things you know about the process of a criminal trial.
 * What are some of the key differences between criminal and civil trial proceedings?
 * Can you explain the difference between “beyond a reasonable doubt” and “the balance of probabilities”?

//**Submission of reflection statements **// Students are required to submit a reflection statement following the completion of activities for each objective, which is to outline three things which the student has learnt, and any questions they still have in relation to the relevant concept. Details of this requirement can be found in the student contract. This will provide the teacher with a means of formatively assessing student learning and understanding, and to identify any areas which may need to be revisited by the class.

Summative assessment within the unit of work will take two main forms, each designed to assess overall student learning following the completion of the unit. The two forms of summative assessment are set out below.

//**Assignment marking **// <span style="color: #2a2a2a; font-family: 'Arial','sans-serif';">The selected tasks completed by each student for each objective are to be uploaded to the class wiki for review by the teacher (see the student contact for an overview of the submission requirements). The teacher will mark and provide students with feedback on each assignment, and also provide a mark for each objective (out of thirty) and an overall percentage mark for the entire unit.

//**<span style="color: #2a2a2a; font-family: 'Arial','sans-serif';">Topic test **// <span style="color: #2a2a2a; font-family: 'Arial','sans-serif';">Following completion of the unit of work, the class will complete a brief topic test. This topic test comprises questions targeting both lower and higher order cognitive processes. This ensures that all students can gain access to the test, while also ensuring that the cohort is spread for the purpose of class rankings, a goal of particular importance in the context of Preliminary and HSC courses. A copy of the topic test and marking guidelines can be downloaded here: [|Topic Test and Marking guidelines.doc]

<span style="color: #2a2a2a; font-family: 'Arial','sans-serif';">Students are made fully aware of the assessment processes applicable during this unit of work through the student contract. This document should be clearly explained to students at the commencement of the unit. The student contract provides information for students on what activities they are to complete, how their work is to be submitted, the weekly interview process and the requirements for the reflection statements.