Courts, Sentencing and Justice

 

post is of two assignments

Critique of an Existing Assessment Task and Analysis of NAPLAN Data.

Carefully read the attached ‘Description of Context’ (Appendix 1) and ‘Year 9 Assessment Task’. Like many assessment tasks used in schools, it has some strengths and weaknesses.

Critique this assessment instrument and process in the light of five key principles of assessment and the learners described. You are to identify the strengths and weaknesses and, to address these in a sound educational manner. You must make appropriate reference to the literature to justify and support your argument.

Consider the appropriateness of the task in relation to the characteristics of the learners. Some things to consider in your response may be the age of students, responsibility required, length of unit and task, background and diversity of students, access to resources, etc.

Address the validity, reliability, fairness, flexibility, and authenticity of the task as presented. Identify strengths and weaknesses that are present in the assessment strategy with reference to appropriate academic literature.

Attached is the Year 9 NAPLAN report for a fictitious student named Jane. Use the information provided in this report, and the EDC2300 Course Content you have covered this semester to answer the following questions:
1. In which domains (Reading, Persuasive Writing, Language Conventions-Spelling, Language Conventions-Grammar and Punctuation, and Numeracy) has Jane performed below the national average for Year 9 students?
Briefly explain how you determined your answer. (1 mark)

2. (a) Identify Jane’s strongest domain, explain the basis for your decision (1mark) and
(b) Estimate in percentile terms her position in the national cohort

3. Jane’s parents have decided to hire a tutor so she can improve her Language Conventions. Based on Jane’s NAPLAN report, list 3 skills her tutor should have her focus on in order to progress to the next band level.
4. Jane’s school has decided to implement an extension program for students who are excelling in their school work. Students who receive a result in the top 20% of Year 9 students nationally, in one or more NAPLAN domains, will be invited to participate. Do you think this is a reasonable method of selecting students for the Extension Program? Explain your reasoning.

5. As the Curriculum Coordinator for Year 9, you have been called in to discuss the NAPLAN results with the School Principal.
(a) Why would you need to source and take the 2012 Year 7 NAPLAN data with you to this meeting? (1 mark)
(b) You are expecting that the Principal will ask you to identify 2 NAPLAN domains which will be focussed on in the next year to improve the students’ skills and thus their future NAPLAN results. Which 2 domains should be the focus of the extra effort? Explain why these 2 domains would be the most important given the 2014 NAPLAN data. (2 marks)

Content Descriptors taught and assessed in unit:
– Formulate questions or hypotheses that can be investigated scientifically (ACSIS164)
– Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
– Multi-cellular organisms rely on coordinated and interdependent internal systems to respond to changes to their environment (ACSSU175)
– Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies (ACSIS169)
– Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (ACSIS170)
– Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)
Example Assessment Task
Extended Research Task (ERT)
Survivor
Year 9 Science Life and Living
Curriculum concepts:
There is a relationship between the structure and function of living things and this is the basis for understanding life-maintaining processes.
Organisms possess structural, functional and behavioural adaptations that are related to, and help them survive in, their environment.
Living things in ecosystems are interdependent. This means that changes to one ecosystem component will have flow on effects for other organisms. Changes to habitats and abiotic features of the environment can also impact organisms and ecosystems.

Objectives :
Undertake an Extended Research Task (ERT) in order to present information relating to the survival of an organism in its habitat including:
• discussion of the biotic and abiotic factors in the organism’s environment that affect its survival
• the organism’s structural, functional and behavioral adaptations
• the organism’s place in a food web.

In this assignment you are expected to demonstrate your understanding of the way in which an organism’s structural, functional and behavioural adaptations help that organism to survive in its environment. You must explain why the adaptations are structural, functional or behavioural and draw conclusions about how these adaptations equip the organism for survival with respect to biotic and abiotic factors in the environment. You will demonstrate your understanding of the cycling of matter and energy flow through ecosystems by explaining the role and place (trophic level) of your chosen organism in a food web.
You will also be required to demonstrate good communication skills through the use of your chosen medium (fact sheet, brochure or PowerPoint) and time management skills by meeting required deadlines. Please refer to the attached criteria sheet for more information.

The final document must be presented as a 2 page fact sheet or brochure printed back to back on an A4 page OR as a PowerPoint presentation with written notes for each slide.

? DEADLINES:
Phase 1: Completed research notes. Uploaded to Moodle on Date XXXX
Final assignment: Uploaded to Moodle on Date XXXX. Hard copy to your teacher first lesson in week 9.

IMPORTANT NOTE: If Moodle is unavailable you may email your assignment to your teacher by the deadline.

EXTENSIONS: Must be negotiated in advance with the Director of Teaching and Learning as per school policy.

THE TASK

1. Background
Animals and plants have adaptations (features of their bodies) that are designed to increase their chances of survival and are matched to the habitat in which they live. In other words, organisms can survive in the environment because they are suited to it. Structural adaptations are the special body parts of an organism that help it to survive for example shape, colour, or body covering. Functional adaptations are related to bodily processes such as making venom, secreting slime or producing pheromones. Behavioural adaptations are the special ways an organism behaves such as becoming active at night, digging a nest, or huddling for warmth. Adaptations help an organism to cope with, and make the most of the abiotic and biotic features of its environment.

2. The context

You are an Environmental Education Officer for an imaginary national park located in one of Australia’s major ecosystems; rainforest, arid, mangroves and wetlands, marine, rivers and riparian fringe. You are responsible for designing education programs that provide information about the natural environment to school groups and the community. You have been asked to produce an educational brochure or fact sheet, OR prepare an educational talk, which describes how an animal that is found in your national park is adapted to its environment.

3. The content

Organise information about your chosen organism into the following sections. You may vary the wording of the subheadings to suit the style of your presentation however you must include the specified information within each section.
• Introduction – (Note – this section is not graded but must be included). In this section you will introduce the organism including:
o organism’s name – common and scientific
o state whether it is endangered, or under threat
o any other interesting things you discover about the organism
• Habitat – In this section you will provide a general description of the habitat, its geographic location and distribution map for your organism.
o include a description of the organism’s habitat – features of your National Park e.g. landscape features, climate (3 key points).
o describe the geographical location of your park in Australia
o include a distribution map showing the main areas within the park where the organism is found.
• Factors affecting survival – describe the biotic (at least 2) and abiotic (at least 2) features of the environment which affect the organisms survival. Clearly identify which factors are biotic and which are abiotic. Important biotic factors include predators, competitors, and any prey. Abiotic factors might include climate, pollution, or landscape features.
• Adaptations – In this section you will identify and describe adaptations which help the organism to survive in its environment. You must classify the organism’s adaptations as one of the following:
o Structural, functional or behavioural (3 of each type or 9 across the 3 types however you MUST include at least one of each type).
o Describe each adaptation and explain how it helps the organism to survive or make the most of its environment.
o Justify why the adaptation is classified as structural, functional or behavioural.
o Relationships – draw a food web which includes the organism you have researched.
o Clearly identify whether the organism is a producer, consumer, decomposer, scavenger, carnivore, herbivore or omnivore
o This food web should include a producer species as well as first and second order consumers. You must include at least 7 organisms in the food web.
• Reference list – acknowledge the sources of your information in the correct standard format. You must use the Harvard 6th edition for all in-text referencing and reference list information.

4. Defining the topic
Read all the information provided so far to determine:

a) what you are trying to achieve.
b) what you need to do.
c) how you will present the information.
d) use the graphic organiser (supplied) to help plan your ERT

5. Locating, selecting and organising information.

Undertake a set of preparatory activities in class in which you will be learning about habitats and adaptations.
Select an animal from your chosen ecosystem and conduct research to collect information that enables you to respond to the content requirements above (see 2). You are to keep copies of your research notes including sources of information such as book references and websites.
Use a mix of both written and online sources. You should include at least 5 references.

6. Resources

For an overview of the main ecosystem types visit the website:
http://www.gullivermedia.com.au/eco.html

7. Formatting

You may include maps, diagrams and photographs to aid your explanation.
Fact Sheet.
Use an easily readable font such as Arial or Times New Roman in 12 pt. You may use Word Art for headings and design the layout which you think best presents your information. Use a separate sheet for your reference list.
PowerPoint
You are to use a MAXIMUM of 20 slides. Your final slide should be your reference list.
Each slide should list key points, photographs, diagrams and/or bullet points only, not written paragraphs of information. Full explanations will be included in your written notes for each slide. Notes should be formatted on an A4 page using 12 pt Arial or Times New Roman font and organised under a subheading for each slide e.g. Slide 1: Introduction.
8. Time & Resource allocation

You will be given access to computers and the library during 5 class lessons. You will spend approximately 2 class lessons conducting research and 3 lessons preparing your presentation. Some of the research can be completed for homework.
9. Assessment

Please refer to the attached rubric for the criteria and standards being assessed. You should aim to achieve the best possible grade you can for each of the assessment criteria. Note: In calculating your final grade, more weight is given to the “Knowledge and Understanding” criteria.

Before you hand in your final presentation, check your work against the rubric to make sure that you meet the required standards. Ask yourself these questions:
• How well do I meet the standards?
• Is there room for improvement?
• Have I left anything out which should be included in my presentation?
You can always ask a family member or friend to give you some constructive feedback on your draft.

Comprehensive knowledge is indicated when you address all the requirements for information outlined in Section 3 above. For example a comprehensive statement regarding a penguin adaptation might be:

Penguins possess a gland near the base of their tail which produces oil. The oil forms a waterproof coating on the feathers which keeps water away from the penguin’s skin and helps it to retain heat. The process of producing oil is a functional adaptation to the large amounts of time penguins spend in the ocean. The oil gland itself is a structural adaptation (body part) which is required in order for the penguin to produce oil.

This statement identifies the adaptation, describes what it is used for, classifies the adaptation as functional, and justifies the classification by stating that it is a bodily process. It also identifies the gland as a structural adaptation that is required for the function of oil production.

A satisfactory answer might be:

Penguins are adapted to spending long periods in the ocean by having an oily coating on their feathers.

An inadequate answer might be:

Penguins have an oily coating on their feathers.

YEAR 9 SCIENCE “SURVIVOR” – ERT CRITERIA & STANDARDS
criteria A B C D E
Knowledge and understanding

Demonstrates comprehensive knowledge of the habitat of the chosen organism.
demonstrates comprehensive knowledge and understanding of the factors affecting the survival of the chosen organism.

demonstrates comprehensive knowledge and understanding of adaptations of the chosen organism.

demonstrates comprehensive knowledge and understanding of a food web involving the chosen organism.
? demonstrates thorough knowledge of the habitat of the chosen organism.

demonstrates thorough knowledge and understanding of the factors affecting the survival of the chosen organism.

demonstrates thorough knowledge and understanding of adaptations of the chosen organism.

demonstrates thorough knowledge and understanding of a food web involving the chosen organism.
? demonstrates satisfactory knowledge of the habitat of the chosen organism.
demonstrates satisfactory knowledge and understanding of the factors affecting the survival of the chosen organism.

demonstrates satisfactory knowledge and understanding of adaptations of the chosen organism.

demonstrates satisfactory knowledge and understanding of a food web involving the chosen organism.
? demonstrates variable knowledge of the habitat of the chosen organism.

demonstrates variable knowledge and understanding of the factors affecting the survival of the chosen organism.

demonstrates variable knowledge and understanding of adaptations of the chosen organism.

demonstrates variable knowledge and understanding of a food web involving the chosen organism.
? demonstrates rudimentary knowledge of the habitat of the chosen organism.

demonstrates rudimentary knowledge and understanding of the factors affecting the survival of the chosen organism.

demonstrates rudimentary knowledge and understanding of adaptations of the chosen organism.

demonstrates rudimentary knowledge and understanding of a food web involving the chosen organism.

Communication

The student: ? structures skilfully, and expresses fluently, written information in the required context.

produces a document that skilfully reflects the features of the required genre.

includes accurate in-text referencing where appropriate.

displays consistently very high levels of technical control of grammar, spelling, punctuation, and paragraphing.
constructs a reference list where all references are consistent with the required conventions. ? structures reliably and expresses clearly written information in the required context.

produces a document that reflects indicative features of the required genre.

includes in-text referencing where appropriate.

displays high levels of technical control of grammar, spelling, punctuation and paragraphing.

constructs a reference list where most references are consistent with the required conventions. ? structures and expresses information clearly, but technical errors affect clarity.

produces a document that reflects some sense of the required genre.

displays sufficient technical control of grammar, spelling, punctuation and paragraphing to allow communication of the information.

constructs a reference list where some references are consistent with the required conventions.

? restates information and ideas reliably, but technical errors make meaning making difficult.

produces a document.

displays sufficient technical control of spelling to allow communication of the information.

provides a reference list. ? presents and recounts information and ideas.

Time management
(1 criterion)
The student: Independently and effectively manages tasks by meeting all checkpoints for phases. Effectively manages tasks by meeting all checkpoints for phases. Manages tasks by meeting most checkpoints for phases. Completes tasks within allowable time frame.

2:Courts, Sentencing and Justice

Research Brief

Develop and write up a project analysing court sentencing transcripts. To do this, you will:
• identify a relevant research question
• Identify a sample of sentencing transcripts
• Analyse the sample of sentencing transcripts
• Write up your research in the form of a research brief.

Possible ESSAY topics
• Is deterrence a primary source of punishment for these kinds of crimes (rape, burglary, theft, shoplifting) or violent crimes in general
• What types of things do judges take into account when sentencing an offender? Or
o What types of things do judges take into account when sentencing fro theft or burglary? (e.g. deterrence, community protection, rehabilitation, the nature of the offence)
• Whether judges are using age as a mitigating or aggravating factor for different crimes
• Do judges take different things into account in mitigating or aggrevating for Aboriginal and non-aboriginal people. What about for Aboriginal men and women
• Are Aboriginal women and men over-represented in the Australian Judicial System/jail. What is the impact of high incarceration rates for indigenous women? Also take into account non-indigenous women.
•

FOLLOW THE BELOW STEPS

Step 1 Visit the South Australian courts site (http://www.courts.sa.gov.au/SentencingRemarks/Pages/default.aspx) and look through 2 to 3 sentencing remarks from the District Court.
Step 2 Identify a question that can be answered using these sentencing remarks. (We will discuss possibilities and provide feedback in class or online.)
In general, it will be a question that focuses on how judges rationalise or reason about their sentencing decision. For example, are there gender differences in the reasons provided by judges in the sentencing of property offenders? Or what sentencing goal is prioritised in the sentencing of sex offenders?
Step 3 Identify past research that is relevant to your question.
Step 4 Develop a sampling strategy (e.g. systematic sampling, quota sampling, simple random sampling). Again, we will discuss how this can be done in class or online. (You might also like to review what you learnt about sampling in 1019CCJ.)
Select 5 to 10 sentencing remarks. (If your question is comparative, then we would expect closer to 10 sentencing remarks.)
Select your transcripts. Print them out, and number them in some way.

Read through your 5 to 10 sentencing transcripts. Collate some basic information about the offenders and their cases: e.g. the types of offences, gender of the offender, presence of prior history, presence of substance use, mental health problems, etc., as well as the sentencing outcomes. What you present will depend on your research question.
Put this in a table. (We will provide an example).
Place the table in your paper and write up a brief description of what this tells us. The purpose here is to give the reader an idea of what is in your sample.
Step 7 Analyse your transcripts in terms of your research question. What do your transcripts tell you overall about your research question? Thinking about your question, what common themes do you find? What differences? Do all transcripts contain this information or theme? If not, what is in the others? (Again, we will discuss this task in class and online.)
HINT: Do not hide information that may be contrary to your question. This is not an advocacy paper. You should present the evidence in total, and then assess what it means for answering your question. You might want to use highlighters to record similar issues in each transcript; this will also make finding quotes to support your findings easier.
Step 8
Write up what you found. Use selected quotes from the transcript to support your argument. Select quotes that are typical of the sentencing transcripts.
Make sure that after the quote you place the sentencing remark ID number. You may also add whether male/female, type of offence, if relevant to your question. Again an example analysis of sentencing remarks will be provided.
Step 6 In the conclusion (discussion) section, summarise your overall findings. Make sure you give an answer to your research question. Then discuss how your findings fit with past research (similar, different, why different?), what they mean theoretically, and what are the limitations.

Analysis