A and barriers for students’ that come from socioeconomically

A prominent
difference from both syllabi’s are the assessment practices. In particular, the
emphasis on ‘assessment for learning’. In NSW’s PDHPE syllabus, and also in
QCAA HPE Curriculum, assessment and reporting requirements are taken directly
from the Australian Curriculum: Health and Physical Education created by the
Australian Curriculum, Assessment and Reporting Authority (ACARA)
(Acara.edu.au, 2017). But unlike the QCAA, in the NSW PDHPE syllabus for assessment,
an importance is placed on assessment for learning, where this teacher strategy
is used to develop teaching and progress learning. Assessment for learning can
be clearly illustrated as a practice in that data gathered from assessment is
managed by teachers to modify their teaching approaches, and for students to
adopt different learning strategies (Hayward & Spencer, 2014). Arends
(2014) talks about the intimate relationship between assessment, teaching, and
learning and how they apprise each other. He also declares that it is an
effective and influential tool that can either improve or hinder learning,
dependent on how it is employed.

There are
positive implications for both teachers and students. The assessment practice
as stated in the NSW PDHPE syllabus supports teaching practice by gathering
data for multiple purposes. It can be utilised by teachers to design and adjust
teaching and learning series for a particular student, a cluster of students,
or for the class entirety. This can also help highlight strong points for
students in order for both teacher and students to continue developing them,
and also distinguish additional or extra learning needs of students in a
distinct and productive way so that focus and attention is directed in a useful
manner. The implications for students is that learning for assessment offers
them learning opportunities with evidence and direction so that the following
stages of their learning can be organised and controlled. Assessment for
learning utilises information and data to steer from what has transpired from
learning to what is to be learnt thereafter (Black, Harrison, Lee, Marshall,
& Wiliam, 2004).

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This method
takes on one of five common elements of successful ‘high quality/ high equity”
systems that is identified by the (Organisation for Economic Cooperation and
Development (OECD) (2005). It focusses on particular learning requirements and
barriers for students’ that come from socioeconomically marginalised
populations and of distinctive age/phases of cognitive and social development
(Authority, 2008; Alvermann & Marshall, 2008; Luke, Woods, & Weir,


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