Geography (2007): Sample assessment task 1 - Practical exercise · 2020-02-17 · Complete a...

Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email: [email protected]; Website: www.qsa.qld.edu.au

Geography

Annotated sample assessment

Practical exercise Compiled by the Queensland Studies Authority 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 150–200 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.


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.


Year 12 Geography Semester 3, 2007 Practical exercise

Theme 3: Social Environments

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)

Clear, unambiguous conditions.

Practical exercises are always assessed under supervised conditions.

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.


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

[from Table 1: Family type – inner north east suburbs]

Ensure that you complete your maps appropriately.

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.

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.

The choropleth maps and the compound bar graphs provide students with the opportunity to identify and explain simple and complex relationships.

Students will be given accurate précis and choropleth maps in order to ensure equity for analytical processes and decision-making processes.


Part B: Written responses, Criterion 2: Analytical [processes] 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.

[Criterion 3: Decision-making processes] 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 $300000. 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

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.

Decision is at a local scale and is manageable for students. It is clearly based on the data that they have manipulated.

Students are given the appropriate criteria to apply to the alternative strategies. The strategies are all valid options. There is no one, right answer.


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

family

%

Other

family

%

Total

% with children

%

no children

%

Albion 31.6% 50.8% 13.8% 3.9% 100.0%

Ascot 40.2% 42.2% 14.3% 3.3% 100.0%

Clayfield 39.2% 40.8% 15.2% 4.9% 100.0%

Hamilton 41.9% 42.1% 12.4% 3.7% 100.0%

Hendra 43.1% 39.6% 15.7% 1.6% 100.0%

Lutwyche 26.5% 43.4% 24.0% 6.2% 100.0%

Nundah 33.5% 41.9% 20.3% 4.2% 100.0%

Wooloowin 43.8% 35.7% 16.6% 3.9% 100.0%

Inner North-East Region 38.3% 41.2% 16.5% 4.0% 100.0%

Brisbane City 44.3% 37.1% 15.7% 2.9% 100.0%

(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 Total

households

%

Lone person

households

%

Group

households

%

Albion 49.8% 39.5% 10.6% 100.0%

Ascot 56.2% 36.9% 6.9% 100.0%

Clayfield 49.9% 41.8% 8.3% 100.0%

Hamilton 57.0% 35.8% 7.2% 100.0%

Hendra 68.3% 26.7% 5.0% 100.0%

Lutwyche 45.4% 43.8% 10.7% 100.0%

Nundah 48.2% 44.5% 7.3% 100.0%

Wooloowin 57.7% 35.4% 6.9% 100.0%

Inner North-East Region 53.1% 39.3% 7.7% 100.0%

Brisbane City 67.4% 26.0% 6.6% 100.0%

(a) Excludes 'Non-Classifiable households' and 'Visitor Only households'


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

%

Total

%

Albion 7.1% 14.6% 17.4% 15.6% 22.2% 14.3% 8.7% 100.0%

Ascot 6.0% 13.0% 16.5% 16.4% 20.5% 20.4% 7.2% 100.0%

Clayfield 6.2% 13.4% 18.7% 17.3% 20.8% 16.6% 7.0% 100.0%

Hamilton 5.5% 12.1% 15.6% 13.0% 18.6% 23.9% 11.3% 100.0%

Hendra 5.5% 16.2% 19.2% 17.2% 19.5% 16.5% 5.8% 100.0%

Lutwyche 3.7% 15.3% 23.5% 18.3% 21.2% 11.0% 7.1% 100.0%

Nundah 4.1% 18.6% 22.7% 19.2% 21.0% 8.5% 5.8% 100.0%

Wooloowin 4.8% 16.2% 19.5% 15.1% 20.3% 15.8% 8.4% 100.0%

Inner North-East Region 5.3% 15.1% 19.3% 16.8% 20.5% 15.6% 7.5% 100.0%

Brisbane City 6.3% 18.7% 20.5% 15.8% 19.5% 12.7% 6.6% 100.0%

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

No.

Townhouse

No.

Unit

No.

Caravan,

cabin,

houseboat

No.

Other(a)

No.

Not

Stated

No.

Total

No.

Albion 2.3 1.8 1.6 - 1.6 1.8 2.0

Ascot 2.7 1.5 1.6 - 3.2 2.3 2.2

Clayfield 2.8 2.0 1.6 - - 1.7 2.1

Hamilton 2.7 2.0 1.6 - 2.5 1.6 2.2

Hendra 2.5 1.8 1.4 - 2.0 2.0 2.4

Lutwyche 2.3 1.9 1.5 - 1.3 1.5 1.9

Nundah 2.5 1.8 1.5 - 2.7 1.6 2.0

Wooloowin 2.7 2.0 1.5 - 2.4 2.3 2.3

Inner North-East Region 2.6 1.9 1.5 - 2.4 1.9 2.1

Brisbane City 2.7 2.0 1.6 1.5 1.9 2.2 2.5


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

%

Total

%

Albion 43.4% 7.1% 35.9% - 0.8% 2.6% 10.2% 100.0%

Ascot 45.0% 3.2% 40.0% - 0.2% 1.1% 10.5% 100.0%

Clayfield 36.4% 4.9% 47.5% - - 0.5% 10.7% 100.0%

Hamilton 41.0% 4.9% 39.5% - 0.3% 0.7% 13.5% 100.0%

Hendra 81.1% 3.6% 4.9% - 0.3% 0.3% 9.9% 100.0%

Lutwyche 39.9% 7.4% 44.4% - 0.2% 0.9% 7.2% 100.0%

Nundah 38.2% 11.2% 42.4% - 0.3% 0.4% 7.4% 100.0%

Wooloowin 57.6% 1.9% 30.9% - 0.5% 1.1% 7.9% 100.0%

Inner North-East Region 45.0% 5.9% 38.4% - 0.3% 0.8% 9.6% 100.0%

Brisbane City 69.8% 6.2% 16.0% 0.6% 0.2% 0.5% 6.6% 100.0%

(a) includes improvised home, tent, sleepers out, house/flat attached to shop, office etc

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

home

%

Albion 16.1% 3.0% 55.5% 0.7% 1.1% 3.4% 3.9% 5.4%

Ascot 3.3% 7.2% 62.2% 0.5% 1.5% 3.1% 5.0% 5.6%

Clayfield 10.4% 5.3% 57.5% 0.6% 0.8% 2.2% 5.4% 4.6%

Hamilton 2.0% 6.2% 63.0% 0.4% 0.8% 3.0% 7.1% 5.8%

Hendra 4.4% 3.6% 61.8% 0.5% 1.6% 3.3% 5.0% 6.2%

Lutwyche 5.3% 14.3% 50.1% 0.7% 2.1% 4.1% 6.8% 3.6%

Nundah 15.3% 2.4% 55.8% 0.7% 1.2% 3.2% 6.2% 2.6%

Wooloowin 15.8% 2.5% 53.4% 0.6% 1.3% 3.1% 5.4% 4.5%

Inner North-East Region 9.8% 5.0% 57.6% 0.6% 1.2% 3.0% 5.7% 4.6%

Brisbane City 4.4% 5.9% 61.3% 0.8% 1.2% 3.2% 6.0% 4.3%

(a) includes ferry, tram, taxi, any two methods, any three methods, other


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

The student work has the following characteristics: 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

The student work has the following characteristics: 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

The student work has the following characteristics: identification and

explanation of some geographical patterns and processes

some transformation, interpretation and extrapolation of geographical information

identification and explanation of simple relationships

The student work has the following characteristics: identification of simple

geographical patterns and processes

superficial transformation, interpretation and extrapolation of geographical information

identification of some simple relationships

The student work has the following characteristics: identification of some

simple geographical patterns

unsubstantiated geographical information

relationships are inadequately identified or established

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.


Criterion Standard A Standard B Standard C Standard D Standard E 3. Decision-

making processes

The student work has the following characteristics: 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

The student work has the following characteristics: detailed evaluation of

alternative proposals, strategies, solutions and plans

effective and balanced application of appropriate criteria to the decision

supported arguments to justify decisions

The student work has the following characteristics: evaluation of alternative

proposals, strategies, solutions and plans

application of some criteria to the decision

justification of decisions

The student work has the following characteristics: some evaluation of

alternative proposals, strategies, solutions and plans

some connections to factors affecting the decisions

decisions are stated without justification

The student work has the following characteristics: some unconnected

conclusions about the geographical problems

no decisions evident

4. Research & communication

The student work has the following characteristics: clear, concise accurate

and geographic conventions for choropleth maps and compound bar graphs

adhering to geographic conventions for choropleth maps and compound bar graphs

The student work has the following characteristics: using appropriate

geographic conventions for choropleth maps and compound bar graphs

mostly adhering to geographic conventions for choropleth maps and compound bar graphs

The student work has the following characteristics: using basic geographic

conventions for choropleth maps and compound bar graphs

with some adherence to geographic conventions

for choropleth maps and compound bar graphs

The student work has the following characteristics: using restricted


referencing of geographic conventions is inappropriate for choropleth maps and compound bar graphs

The student work has the following characteristics: obscure little or no use of


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