EDSI600 - Science Curriculum, Pedagogy Assessment 2: Inquiry learning sequence
Education & Teaching
27th Jun 2025
2
Assessment type: Learning sequence and assessment guide
Individual/group assessment: Individual
Word count/time limit: 2,500 words
Weighting: 50%
In this assessment you will develop a project-based learning sequence for a science inquiry. To complement this sequence, you will create an assessment guide (formative and summative assessments), informing about the progress of students with varying levels of competencies. Your learning sequence will include cross-curricular capabilities, such as the integration of STEM, and justifications for how the sequence engages and advances students in science, relative to the chosen year level and content area.
Use the template provided to complete the assignment.
For this assessment task you are required to complete the following:
▢ project-based learning sequence
assessment guide
analysis and justification.
Before you begin, carefully read through the rubric of this assessment task to familiarise yourself with the assessment criteria. Once you have completed this, refer to the following sections for guidance on how to complete this assessment.
To create your learning sequence, ensure you:
Research project-based learning (PBL) in science and/or STEM to find ideas for topics, activities, assessments and classroom management.
Select a topic for the scientific inquiry/STEM project that your students will explore. The topic needs to relate to a real-world problem (preferably with a link to sustainability) and result in a product/report/presentation/video they could share with others.
Define the links between your topic and your state-relevant curriculum; identify the year level/s, content area, cross-curricular priorities, and link to sustainability.
Write clear, assessable learning outcomes, linked to the curriculum.
Constructively align your assessments (formative and summative) to the learning outcomes, in order to collect evidence that the learning outcomes have been met.
Note: You will detail your assessments in your Assessment Guide.
List the learning activities that will lead to the desired learning outcomes.
Map out the different stages of your PBL science inquiry in the form of a learning sequence.
Make use of the template we have provided and adapt if required.
You may do this visually in a diagram or by creating a table.
One stage could be assigned to one lesson or go over several lessons/hours.
Carefully outline how much time your students will need to progress through the stages that you have developed.
Ensure that you build in reflection and discussion points.
Include considerations for at least one student in need of differentiation.
Outline the differentiated teaching strategies that will support this student’s learning.
Provide a range of resources, which students will use for each stage of the learning sequence (for example, worksheets/guides/videos/equipment for engaging students in field work or data collection or testing a hypothesis in the laboratory).
For your learning sequence, you need to create an assessment guide that contains the following:
▢ Formative assessment(s) as appropriate for your learning sequence.
▢ Ensure these help to assess the students’ progress and allow for feedback.
Briefly outline what the task involves, any resources required, how this is adaptable to the various projects students create and where this fits into the sequence.
This must be aligned with the learning outcomes and involve the collection of evidence that can be used to assess whether the student has reached the learning outcomes, and to what level.
Briefly outline what the task involves, any resources required, how this is adaptable to the various projects students create and where this fits into the sequence.
Avoid adjectives such as ‘sound’ or ‘excellent’ for grade descriptors; instead, be specific about what the students have to do (make use of verbs) in order to achieve at a certain level.
Provide an analysis of how your project-based learning sequence facilitates a student-centred approach to science inquiry. Support your analysis with examples of how you will foster science inquiry in the various activities and identify where in your learning sequence science inquiry will occur. Justify your analysis and design choices with reference to academic literature.
Assessment 2: Learning sequence and assessment guide
|
Assessment 2: Learning sequence and assessment guide |
||
|
Criteria |
Ratings |
Pts |
|
This criterion is linked to a learning outcome Criterion 1 (5%) Curriculum Links ULO 1 |
5 to >4.2 Pts High Distinction HD (85-100%) Links to the state-relevant curriculum document, content area, cross-curricular priorities and sustainability are correctly made. Learning intentions are student-friendly statements and identify measurable outcomes. The learning sequence is appropriate for the chosen year level/ stage. 4.2 to >3.7 Pts Distinction DI (75-84%) Links to the state-relevant curriculum document, content area, cross-curricular priorities and sustainability are correctly made. Learning intentions are student-friendly statements and identify measurable outcomes. The learning sequence is appropriate for the chosen year level/ stage. 3.7 to >3.2 Pts Credit CR (65-74%) Links to the state-relevant curriculum document, content area, cross-curricular priorities and sustainability are correctly made. Learning intentions are student-friendly statements and identify measurable outcomes. The learning sequence is appropriate for the chosen year level/ stage. 3.2 to >2.4 Pts Pass PA (50-64%) Links to the state-relevant curriculum document, content area, cross-curricular priorities and sustainability are correctly made. Learning intentions are student-friendly statements and identify measurable outcomes. The learning sequence is appropriate for the chosen year level/ stage. 2.4 to >0 Pts Fail NN (0-49%) Links to the state-relevant curriculum document, content area, cross-curricular priorities and sustainability are either incomplete or have errors. Learning intentions, which identify measurable outcomes, are attempted. The year level/stage is not adequate for the learning sequence. |
5 pts |
|
This criterion is linked to a learning outcome Criterion 2 (40%) Project based learning sequence ULO 1; ULO 3 |
40 to >33.9 Pts High Distinction HD (85-100%) The learning sequence for project-based learning demonstrates a variety of carefully selected activities and resources, which provide meaningful and engaging opportunities for learners to construct scientific knowledge and solve a real-world issue. The learning sequence is designed to progress learners through several stages within a given time frame, that is highly achievable. The chosen activities reflect a critical analysis of learners’ needs. Differentiation for at least one student is implemented. The learning sequence effectively integrates interdisciplinary elements. 33.9 to >29.9 Pts Distinction DI (75-84%) The learning sequence for project-based learning demonstrates a variety of activities and resources, which provide relevant opportunities for learners to construct scientific knowledge and solve a real-world issue. The learning sequence is designed to progress learners through several stages within a given time frame, that is highly achievable. The chosen activities reflect an analysis of learners’ needs. Differentiation for at least one student is implemented. The learning sequence integrates interdisciplinary elements. 29.9 to >25.9 Pts Credit CR (65-74%) The learning sequence for project-based learning demonstrates activities and resources, which provide opportunities for learners to construct scientific knowledge and explore a real-world issue. The learning sequence is designed to progress learners through several stages within a given time frame. The chosen activities reflect a consideration of learners’ needs. Differentiation for at least one student is implemented. The learning sequence makes a connection to interdisciplinary elements. 25.9 to >19.9 Pts Pass PA (50-64%) The learning sequence for project-based learning demonstrates activities and resources, which provide opportunities for learners to construct scientific knowledge and explore a real-world issue. The learning sequence provides scaffolding to progress learners. The chosen activities reflect an awareness of learners’ different needs. Differentiation for at least one student is attempted. Interdisciplinary elements are loosely addressed. 19.9 to >0 Pts Fail NN (0-49%) Little or no demonstration of a learning sequence that uses project-based learning and insufficiently detailed lack of appropriate relevance to support student learning and differentiation. The chosen problem does not relate to a real-world issue. |
40 pts |
|
This criterion is linked to a learning outcome Criterion 3 (20%) Analysis and justification ULO 3 |
20 to >16.9 Pts High Distinction HD (85-100%) The preservice teacher analyses the facilitation of science inquiry in the project-based learning sequence, and justifies how this project-based learning sequence engages and advances students in science-learning. 16.9 to >14.9 Pts Distinction DI (75-84%) The preservice teacher explains the facilitation of science inquiry in the project-based learning sequence and discusses how this project-based learning sequence engages and advances students in science-learning. 14.9 to >12.9 Pts Credit CR (65-74%) The preservice teacher describes the facilitation of science inquiry in the project-based learning sequence and explains how this project-based learning sequence engages and advances students in science-learning. 12.9 to >9.9 Pts Pass PA (50-64%) The preservice teacher identifies the facilitation of science inquiry in the project-based learning sequence and describes how this project-based learning sequence engages and advances students in science-learning. 9.9 to >0 Pts Fail NN (0-49%) The preservice teacher attempts to identify the facilitation of science inquiry in the project-based learning sequence and identifies elements of how this project-based learning sequence engages and advances students in science-learning. |
20 pts |
|
This criterion is linked to a learning outcome Criterion 4 (30%) Assessment tasks with assessment guide ULO 4 |
30 to >25.4 Pts High Distinction HD (85-100%) The preservice teacher created rich formative and summative assessment tasks, both highly appropriate and relevant to the project-based learning sequence. Formative and summative assessment guides allow to effectively monitor students’ progress and assess learning outcomes, respectively. Criteria are aligned to different and highly appropriate dimensions of learning progress (formative) and outcomes (summative). Performance descriptors are tailored to the task and achievement standard, using unambiguous language. 25.4 to >22.4 Pts Distinction DI (75-84%) The preservice teacher created rich formative and summative assessment tasks, both appropriate and relevant to the project-based learning sequence. Formative and summative assessment guides allow to monitor students’ progress and assess learning outcomes, respectively. Criteria are aligned to different dimensions of learning progress (formative) and outcomes (summative). Performance descriptors are tailored to the task and achievement standard, using unambiguous language. 22.4 to >19.4 Pts Credit CR (65-74%) The preservice teacher created formative and summative assessment tasks, relevant to the project-based learning sequence. Formative and summative assessment guides allow to monitor students’ progress and assess learning outcomes, respectively. Criteria are aligned to some dimensions of learning progress (formative) and outcomes (summative). Performance descriptors address the achievement standards. 19.4 to >14.9 Pts Pass PA (50-64%) The preservice teacher created formative and summative assessment tasks for the project-based learning sequence. Aspects of the formative and summative assessment guides monitor students’ progress and assess learning outcomes, respectively; however more detail is needed overall. Criteria need further alignment to dimensions of learning progress (formative) and outcomes (summative). Performance descriptors address the achievement standards. 14.9 to >0 Pts Fail NN (0-49%) The preservice teacher attempted to create formative and summative assessment tasks for the project-based learning sequence. Formative and summative assessment guides need to be improved to monitor students’ progress and to adequately assess learning outcomes, respectively. Criteria need to be aligned to dimensions of learning progress (formative) and outcomes (summative). Performance descriptors address the achievement standards. |
30 pts |
|
This criterion is linked to a learning outcome Criterion 5 (5%) Communication |
5 to >4.2 Pts High Distinction HD (85-100%) Written communication is expertly constructed and free from spelling, grammatical and structural errors. Thorough use of in-text citations with a complete and contemporary reference list is provided. All aspects of APA7 style are consistently adhered to with no errors. 4.2 to >3.7 Pts Distinction DI (75-84%) Written communication is effective, precise and contains very few very minor spelling, grammatical or structural errors. In-text citations are used throughout with a complete and diverse reference list. A consistent style is used that adheres to APA7 with minimal inconsistencies. 3.7 to >3.2 Pts Credit CR (65-74%) Written communication is clear with few minor spelling, grammatical or structural errors. Relevant references are cited accurately with a complete list. APA7 style has been followed with minor errors. 3.2 to >2.4 Pts Pass PA (50-64%) Written communication is clear and appropriate spelling, grammar and structure is applied on most occasions. References are cited and listed across most aspects of the document. APA7 style has been attempted with some minor issues evidence. 2.4 to >0 Pts Fail NN (0-49%) Written communication contains several errors that may affect the ability of the reader to make sense of the text. Citations and/or the reference list do not follow correct APA7 style and/or not supplied. |
5 pts |
Total points: 100