AS 91336 Annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

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TKI Physical Education assessment resources (external link)

For Excellence, the student needs to analyse comprehensively group processes in physical activity.

This involves, using ongoing reflection to evaluate group processes in relation to their nature and benefits, through experience in physical activity.

The student has been involved in a ssrange of physical activity experiences in which to provide ongoing reflection of the group processes (1).

The student has explained the group process of decision making in relation to its nature and benefit or how the group process(s) benefited the group (2).

The student has evaluated the group processes of communicating and working together in relation to their nature and benefits (3).

For a more secure Excellence, the student would need to evaluate in more detail the other group processes rather than just focusing on communication. The student could also evaluate some of the group process theories to provide more depth to their evaluation.

For Merit, the student needs to analyse in-depth group processes in physical activity.

This involves, using ongoing reflection to explain group processes in relation to their nature and benefits, through experience in physical activity.

The student has been involved in a range of physical activity experiences in which to provide ongoing reflection of the group processes.

The student has explained the group process of decision making, how this process is applied and why. There is also evidence of what the benefits are when using this process such as less conflict within the group (1).

The student has also explained how different roles are allocated in the group and why. Benefits of using this group process are provided such as, having a clear leader (2).

The student has started to evaluate the group processes when considering roles within the group (3).

To reach Excellence, the student would need to evaluate in more detail the other group processes used.

For Merit, the student needs to analyse in-depth group processes in physical activity.

This involves, using ongoing reflection to explain group processes in relation to their nature and benefits, through experience in physical activity.

The student has been involved in a range of physical activity experiences in which to provide ongoing reflection of the group processes.

The student has explained the group process of problem solving (1) and has provided a benefit of using this group process (2).

The student has explained the group process of making decisions about food choice (3).

For a more secure Merit, the student would need to focus more on the ways in which decisions are made or ways of communicating.

For Achieved, the student needs to analyse group processes in physical activity.

This involves, using ongoing reflection to explain group processes through experience in physical activity.

The student has been involved in a range of physical activity experiences in which to provide ongoing reflection of the group processes.

The student has explained how and why the group process of decision making is applied (1). The student has also provided some information on why this may have been a benefit (2).

The student has explained the group process for the way roles in the group are applied, such as, how and why the group is chosen (3).

To reach Merit, the student would need to consider the benefits of at least two group processes. The way ‘roles in the group’ are developed needs more detail on how this benefited the group. For example, how is the student constructive and organised?

For Achieved, the student needs to analyse group processes in physical activity.

This involves, using ongoing reflection to explain group processes through experience in physical activity.

The student has been involved in a range of physical activity experiences in which to provide ongoing reflection of the group processes.

The student has explained how and why the group process for ways of communicating is applied (1).

The student has briefly explained the group process for decision making (2).

For a more secure Achieved, the student would need to:

• explain in more detail the group process for decision making. For example, why the person leading the group was put in this position.
• explain in more detail the other group processes. For example, for decision making, how did the group decide to evenly distribute the load (3)?

For Achieved, the student needs to analyse group processes in physical activity

This involves, using ongoing reflection to explain group processes through experience in physical activity.

The student has briefly explained how the group process of ways of making decisions about how the load was spread out which also has some link to roles and responsibilities of the group (1).

The student has briefly explained how the group process of decision making is applied (2).

To reach Achieved the student would need to:

• identify clearly the physical activities involved, in order to use ongoing reflection
• explain in more detail why the group processes were applied. For example the student could explain further on why different members of the group have different roles according to their leadership style.