This is a three-part piece of evidence, consisting of all three tasks completed for EDU766 (Assessing Learning), which required understanding of all the principles of assessment and moderation, the creation of assessment artefacts and, finally, a justification of the artefacts, showing their alignment with the Australian Curriculum.

The first task was a test, requiring wide reading on assessment, moderation, alignment and calibration, including Sadler (2009) and Grainger and Adie (2014). I scored 100% on this test.

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The second task, creation of artefacts, involved the creation of an authentic assessment task for year 10 music students (to the right of this text) and an accompanying Guide to Making Judgements (GTMJ) (below), which is an assessment rubric using a nested and continua model (Grainger et al., 2017; Grainger et al., in press). I was required to demonstrate understanding of assessment literacy in relation to task design, and design of grading tools with alignment of curriculum, pedagogy and assessment. The task required me to apply the concepts of Backwards Mapping (McTighe & Thomas, 2003), specifically alignment of curriculum, pedagogy and assessment (Weir, 2009), to the conceptualisation and design of an assessment task with accompanying task sheet for students and a GTMJ. The assessment task I created aligned with the Australian Curriculum F-10, specifically with the Band Description for Music, Years 9-10, and with Content Descriptors ACAMUM100, ACAMUM101, ACAMUM103 and ACAMUR104 (ACARA, n.d.). I received 90% for this task.