1.
Save this template to your school network or computer and alter it for your own assessment design or copy the
information below into your school-based assessment instrument template.
2.
Delete the information that is not relevant to your assessment, e.g. if the task is for Year 11, delete the Year 12
conditions. Information is provided in tables, so to delete, highlight the row you wish to remove, right click, and
select Delete Rows.
3.
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4.
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5.
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QCAA# 141011
Insert school-specific information, e.g. school name, logo
Philosophy and Reason
Assessment instrument: Extended response
Dimensions to be assessed
This assessment technique is best used to determine student achievement in objectives from the dimensions:
 Knowledge and understanding
 Application and analysis
 Evaluation and synthesis.
Context
Insert context
Task
Insert task
Extended research response
 Involves students collecting, selecting, organising and using information that goes beyond the data students have
been given and the knowledge they currently possess.
 Occurs over a set period of time; students may use class time and their own time to conduct research and develop
a response.
Extended response to stimulus
 Involves students answering a question or providing a perspective or developing a philosophical discourse related
to the topic under study.
 Occurs over a set period of time; students may use class time and their own time to develop a response.
 Stimulus materials are known or provided materials/sources and concepts.
 While research may occur in the writing of the response, it is not the focus of this technique.
 Students respond to a seen question or statement using data, researched information, primary and/or secondary
sources.
Possible assessment instruments
Assessment instruments that may be developed to assess extended response include:
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essay, e.g. analytical, persuasive/argumentative, informative
report, e.g. investigative, experimental, field-based, practical, historical, action research
article, e.g. magazine or journal, may be analytical, persuasive, informative
review, e.g. literature, film
speech, e.g. analytical, persuasive/argumentative or informative
interview or debate
news segment or documentary
webcast or podcast
a presentation combining speaking with data presentation or slide show
a seminar combining speaking with visual prompts, e.g. posters, brochures, handouts
a digital presentation or documentary combining images, sound bites, blog entries and embedded videos.
When an extended research response is presented as a spoken or multimodal response, supporting evidence must
be provided. This may include:
 research
 notes or annotations
 summary of findings
 journal entries or log book
 seminar brief or conference paper
 a recording of the response (as appropriate).
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Assessment conditions: Extended research response — Year 11
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written:
800–1000 words
spoken:
3–4 minutes
multimodal: 3–5 minutes
students may use class time and their own time to conduct research and develop a response
Assessment conditions: Extended research response — Year 12
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written:
1000–1500 words
spoken:
4–5 minutes
multimodal: 5–7 minutes
students may use class time and their own time to conduct research and develop a response
Assessment conditions: Extended response to stimulus — Year 11
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written:
600–1000 words
spoken
3–4 minutes
multimodal 3–5 minutes
students may use class time and their own time to develop a response
Assessment conditions: Extended response to stimulus — Year 12
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written:
800–1200 words
spoken:
4–5 minutes
multimodal 5–7 minutes
students may use class time and their own time to develop a response
1.
Replace the red text with your school- and task-specific information.
2.
Make the standards instrument-specific. (Words may not be added to the standards except to specify the terminology, concepts, methods, principles and theories, procedures
and techniques, ideas and information, arguments, ideas, arguments and theories, views and issues, conclusions, and audiences and purposes.)
3.
The following words may be used in the singular: concepts, methods, principles and theories, procedures and techniques, ideas and information, arguments, ideas, arguments
and theories, views and issues, conclusions, and audiences and purposes.
4.
Ensure all information has been completed, i.e. no red text remains.
5.
Delete this instructional text.
Insert school-specific information (if required)
3
Instrument-specific standards matrix
Knowledge and understanding
Standard A
Application and analysis
Standard C
Standard D
Standard E
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
 detailed and accurate
 accurate definitions and
 definitions and appropriate
 vague definitions or
 inaccurate definitions or
definitions and effective use of
terminology
 coherent and comprehensive
explanation of relevant
concepts, methods, principles
and theories
 accurate execution of complex
procedures and techniques of
logic and reasoning
 use of well-chosen language
conventions suited to purpose
and audience.
effective use of terminology
 comprehensive explanation of
relevant concepts, methods,
principles and theories
 accurate execution of
procedures and techniques of
logic and reasoning
 use of appropriate language
conventions suited to purpose
and audience.
use of terminology
 explanation of relevant
concepts, methods, principles
and theories
 execution of basic procedures
and techniques of logic and
reasoning
 use of language conventions
suited to purpose and
audience.
inappropriate use of
terminology
 incomplete explanation of
concepts, methods, principles
and theories
 variable execution of basic
procedures and techniques of
logic and reasoning
 use of language conventions
inappropriate use of
terminology
 unclear explanation of
concepts, methods, principles
and theories
 inconsistent execution of
basic procedures and
techniques of logic and
reasoning
 unclear or inconsistent use of
suited to aspects of the
purpose and audience.
language conventions.
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
 detailed and informed
 informed interpretation of
 interpretation of relevant ideas
 interpretation of basic ideas
 simplistic interpretation of
interpretation of relevant ideas
and information
 detailed and accurate
deconstruction of relevant
arguments into constituent
parts
 insightful determination of
significant relationships within
and between ideas,
arguments and theories
 coherent selection and logical
sequencing of subject matter.
4
Standard B
relevant ideas and information
 accurate deconstruction of
and information
 deconstruction of relevant
relevant arguments into
constituent parts
arguments into constituent
parts
 informed determination of
 determination of relationships
significant relationships within
and between ideas,
arguments and theories
 effective selection and
sequencing of subject matter.
within and between ideas,
arguments and theories
 selection and sequencing of
subject matter.
and information
 deconstruction of arguments
into some constituent parts
 determination of basic
relationships within and
between ideas, arguments
and theories
 varied selection and
sequencing of subject matter.
basic ideas or information
 simplistic deconstruction of
arguments
 simplistic determination of
basic relationships within and
between ideas, arguments or
theories
 illogical or inappropriate
selection and sequencing of
subject matter.
Evaluation and synthesis
Standard A
Standard C
Standard D
Standard E
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
The student work has the
following characteristics:
 coherent and thorough
 coherent synthesis of ideas
 synthesis of ideas and
 superficial synthesis of ideas
 simplistic synthesis of some
synthesis of ideas and
information
 insightful evaluation of
philosophical theories, views
and issues
 sophisticated and thoroughly
justified conclusions
 sophisticated arguments that
thoroughly communicate
meaning and points of view.
5
Standard B
and information
 considered evaluation of
philosophical theories, views
and issues
 informed and well justified
information
 evaluation of philosophical
theories, views and issues
 conclusions with justification
conclusions
 informed arguments that
effectively communicate
meaning and points of view.
and information
 superficial evaluation of
philosophical theories, views
and issues
 plausible conclusions with
some basic justification
 arguments that communicate
meaning and points of view.
 superficial arguments that
communicate meaning and
points of view.
ideas or information
 simplistic evaluation of
philosophical theories, views
and issues
 improbable or some simplistic
conclusions
 simplistic arguments that
communicate some meaning
or points of view.