Geography 2019 v1.1
IA3 sample assessment instrument
May 2018
Investigation — data report (25%)
This sample has been compiled by the QCAA to assist and support teachers in planning and developing assessment instruments for individual school settings.
Assessment objectives
This assessment instrument is used to determine student achievement in the following objectives:
1. explain geographical processes by describing the features, elements and interactions of demographic processes that shape the identity of places and result in patterns of population change
2. comprehend geographic patterns by recognising spatial patterns of demographic change for places at a local scale of study, identifying relationships and the implications for people and places
3. analyse geographic data and information by selecting and interpreting demographic data to infer how patterns, trends and relationships represent a geographical challenge for a specific place in Australia
4. apply geographical understanding by extrapolating from their analysis to generalise about the impacts of demographic change for people and places
5. synthesise information from their analysis to propose justified action/s in response to managing the impacts of demographic change
6. communicate geographical understanding of demographic change and the challenge for sustainable management by selecting and using cartographic, graphic, written and mathematical skills in short and extended responses, including a data report.
Subject Geography Instrument no. IA3 Technique Investigation — data report
Unit 4: Managing population change Topic 1: Population challenges in Australia
Conditions
Duration 15 hours of the time allocation for Unit 4
Mode Written Length 1500–2000 words
Individual/
group Individual Other • authentication strategies as implemented by the school are required to ensure student authorship, including students producing graphs for the final response under supervised conditions
• spatial technologies and/or ICT must be used to visually represent data, which must be fully
integrated into the student response
• raw data (e.g. tables, Excel spreadsheet) provided by the teacher must be of a fundamental nature and allow students the opportunity to transform and represent the data in cartographic and graphic forms and research more in-depth data to respond to an identified population challenge for a selected place in Australia
Resources
available • fundamental raw data (e.g. tables, Excel spreadsheet) provided by the teacher
• ABS community profile data
• problem analysis organiser Context
Places in Australia experience a range of demographic challenges as a result of demographic change.
When a community’s population changes, that community’s needs and resources also change. The needs and resources of the community must be managed as the population changes to ensure the community remains liveable and sustainable.
Task
Select one place from the attached datasets and identify a demographic challenge for your selected place.
Propose action/s in a report for managing the impacts of the identified challenge.
To complete this task, you must:
• select one of the locations from the attached datasets and create an initial population graph for that location to describe the population structure and identify a demographic challenge/s for that place
• identify and collect further data, using the ABS community profile, to represent the demographic characteristics, demographic change and the demographic challenge/s for the place
• transform primary data using common formulas, including dependency ratio, spatial technologies and ICTs to create cartographic and graphical representations (maps and graphs)
• analyse and interpret your data representations to explain the features, elements and interactions of demographic processes that have shaped the identity of your selected place
• extrapolate from your analysis to make generalisations about the impacts of the demographic challenge/s for people and environments in the selected place
• propose action/s for managing the impacts of the identified demographic challenge to create a more liveable and sustainable community
• justify the proposed action/s using evidence from your analysis
• present your findings using the report writing structure.
Stimulus
See attached datasets.
Checkpoints
☐ Select a place for further investigation and initial data transformation.
☐ Identify and source additional data.
☐ Identify demographic challenge for selected place.
☐ Complete a draft of data report.
☐ Consult with teacher about draft.
Criterion Marks
allocated Result
Explaining and Comprehending
Assessment objectives 1, 2 4
Analysing and Applying
Assessment objectives 3, 4 10
Synthesising
Assessment objective 5 4
Communicating
Assessment objective 6 7
Total 25
Authentication strategies
• The teacher will provide class time for task completion.
• Students will produce sections (i.e. data transformation) of the final response under supervised conditions.
• The teacher will conduct interviews or consultations with each student as they develop the response.
Scaffolding
• A report is a written document that describes the findings of the geographic inquiry. It will offer proposal/s and recommendations based on the analysis of the data. You must determine which data and presentation methods to use to represent the population challenge under investigation. The report may be an electronic publication (i.e. in non-paper form) that allows for interaction with the data representations.
• The report includes the following sections:
title page
introduction
methodology — a statement that identifies the type of data gathered and limitations and the formulas used to represent demographic change
body — analysis and interpretation organised into appropriate sections and sub-sections, including data transformation and representation in appropriate cartographic and graphic forms using in-text referencing
conclusion — proposals
reference list — includes references used to source data and produce the report.
Stimulus — datasets
Choose one dataset for a place to further investigate.
South Brisbane, Queensland — 2011
Australian Bureau of Statistics, ‘2011 Census QuickStats: South Brisbane (SSC) — People’, www.censusdata.abs.gov.au/census_services/getproduct/census/2011/quickstat/SSC31493
Age South Brisbane % Queensland % Australia %
0–4 years 130 2.4 297,893 6.9 1,421,050 6.6
5–9 years 89 1.6 286,989 6.6 1,351,921 6.3
10–14 years 168 3.1 290,982 6.7 1,371,054 6.4
15–19 years 504 9.3 293,917 6.8 1,405,798 6.5
20–24 years 881 16.3 293,845 6.8 1,460,673 6.8
25–29 years 921 17 300,709 6.9 1,513,236 7
30–34 years 615 11.4 286,697 6.6 1,453,775 6.8
35–39 years 398 7.3 308,180 7.1 1,520,138 7.1
40–44 years 304 5.6 312,567 7.2 1,542,879 7.2
45–49 years 268 4.9 302,744 7 1,504,142 7
50–54 years 248 4.6 288,140 6.7 1,447,404 6.7
55–59 years 248 4.6 257,962 6 1,297,244 6
60–64 years 207 3.8 243,125 5.6 1,206,116 5.6
65–69 years 158 2.9 185,758 4.3 919,319 4.3
70–74 years 119 2.2 136,885 3.2 708,090 3.3
75–79 years 65 1.2 99,572 2.3 545,263 2.5
80–84 years 52 1 76,971 1.8 436,936 2
85 years and
over 43 0.8 69,801 1.6 402,681 1.9
Warrnambool, Victoria — 2011
Australian Bureau of Statistics, ‘2011 Census QuickStats: Warrnambool (C) (SSC) — People’, www.censusdata.abs.gov.au/census_services/getproduct/census/2011/quickstat/SSC21434
Age Warrnambool
(C) % Victoria % Australia %
0–4 years 1,792 6.3 344,733 6.4 1,421,050 6.6
5–9 years 1,690 5.9 326,121 6.1 1,351,921 6.3
10–14 years 1,943 6.8 327,939 6.1 1,371,054 6.4
15–19 years 2,128 7.5 345,339 6.5 1,405,798 6.5
20–24 years 1,987 7.0 375,108 7.0 1,460,673 6.8
25–29 years 1,723 6.1 388,669 7.3 1,513,236 7.0
30–34 years 1,603 5.6 372,214 7.0 1,453,775 6.8
35–39 years 1,716 6.0 383,415 7.2 1,520,138 7.1
40–44 years 1,808 6.4 391,197 7.3 1,542,879 7.2
45–49 years 1,930 6.8 372,367 7.0 1,504,142 7.0
50–54 years 1,881 6.6 354,110 6.6 1,447,404 6.7
55–59 years 1,768 6.2 317,438 5.9 1,297,244 6.0
60–64 years 1,640 5.8 293,812 5.5 1,206,116 5.6
65–69 years 1,259 4.4 224,911 4.2 919,319 4.3
70–74 years 1,055 3.7 177,316 3.3 708,090 3.3
75–79 years 957 3.4 140,338 2.6 545,263 2.5
80–84 years 758 2.7 114,020 2.1 436,936 2.0
85 years and
over 775 2.7 104,995 2.0 402,681 1.9
Bribie Island, Queensland — 2011
Australian Bureau of Statistics, ‘2011 Census QuickStats: Bribie Island (SLA) — People’, www.censusdata.abs.gov.au/census_services/getproduct/census/2011/quickstat/305205019
Age Bribie Island % Queensland % Australia %
0–4 years 573 3.4 297,893 6.9 1,421,050 6.6
5–9 years 718 4.2 286,989 6.6 1,351,921 6.3
10–14 years 810 4.8 290,982 6.7 1,371,054 6.4
15–19 years 842 4.9 293,917 6.8 1,405,798 6.5
20–24 years 515 3 293,845 6.8 1,460,673 6.8
25–29 years 437 2.6 300,709 6.9 1,513,236 7
30–34 years 470 2.8 286,697 6.6 1,453,775 6.8
35–39 years 718 4.2 308,180 7.1 1,520,138 7.1
40–44 years 895 5.2 312,567 7.2 1,542,879 7.2
45–49 years 979 5.7 302,744 7 1,504,142 7
50–54 years 1,049 6.2 288,140 6.7 1,447,404 6.7
55–59 years 1,263 7.4 257,962 6 1,297,244 6
60–64 years 1,752 10.3 243,125 5.6 1,206,116 5.6
65–69 years 1,840 10.8 185,758 4.3 919,319 4.3
70–74 years 1,515 8.9 136,885 3.2 708,090 3.3
75–79 years 1,143 6.7 99,572 2.3 545,263 2.5
80–84 years 869 5.1 76,971 1.8 436,936 2
85 years and
over 660 3.9 69,801 1.6 402,681 1.9
Instrument-specific marking guide (ISMG)
Criterion: Explaining and Comprehending
Assessment objectives
1. explain geographical processes by describing the features, elements and interactions of demographic processes that shape the identity of places and result in patterns of population change
2. comprehend geographic patterns by recognising spatial patterns of demographic change for places at a local scale of study, identifying the relationships and implications for people and places
The student work has the following characteristics: Marks
• in-depth explanations describing of features and elements of demographic processes that shape the identity of places and result in patterns of population change
• comprehensive recognition of spatial patterns of demographic change
• identification of significant relationships and implications of demographic change for people and places.
3–4
• clear explanations describing features and elements of demographic processes that shape the identity of places and result in patterns of population change
• fundamental recognition of spatial patterns of demographic change
• identification of simple relationships and implications of demographic change for people and places.
2
• vague explanations describing features and/or elements of demographic processes that shape the identity of places and result in patterns of population change
• unclear recognition of spatial patterns of demographic change.
1
• does not satisfy any of the descriptors above. 0
Criterion: Analysing and Applying
Assessment objectives
3. analyse geographic data and information by selecting and interpreting demographic data to infer how patterns, trends and relationships represent a geographical challenge for a specific place in Australia
4. apply geographical understanding by extrapolating from their analysis to generalise about the impacts of demographic change for people and places
The student work has the following characteristics: Marks
• discerning selection of demographic data and information
• astute interpretations and inferences that identify how patterns, trends and relationships represent a geographical challenge for a specific place in Australia
• sophisticated extrapolation from the analysis to make generalisations about the impacts of demographic change for people and places.
9–10
• considered selection of demographic data and information
• coherent interpretations and inferences that identify how patterns, trends and relationships represent a geographical challenge for a specific place in Australia
7–8
The student work has the following characteristics: Marks
• effective extrapolation from the analysis to make generalisations about the impacts of demographic change for people and places.
• appropriate selection of demographic data and information
• basic interpretations and inferences that identify how patterns, trends and relationships represent a geographical challenge for a specific place in Australia
• sufficient extrapolation from the analysis to make generalisations about the impacts of demographic change for people and places.
5–6
• narrow selection of demographic data and information
• obvious interpretations and inferences that identify how patterns, trends and relationships represent a geographical challenge for a specific place in Australia
• cursory extrapolation from the analysis to make generalisations about the impacts of demographic change for people and places.
3–4
• vague interpretations and inferences that identify how patterns, trends and
relationships represent a geographical challenge for a specific place in Australia and/or make generalisations about the impacts of demographic change for people and places.
2
• unclear interpretations and inferences that identify how patterns, trends and
relationships represent a geographical challenge for a specific place in Australia and/or make generalisations about the impacts of demographic change for people and places.
1
• does not satisfy any of the descriptors above. 0
Criterion: Synthesising
Assessment objectives
5. synthesise information from their analysis to propose justified action/s in response to managing the impacts of demographic change
The student work has the following characteristics: Marks
• insightful synthesis of information from the analysis
• makes justified proposal/s to manage the impacts of the identified challenge
• uses convincing evidence
3–4
• coherent synthesis of information from the analysis
• makes informed proposal/s to manage the impacts of the identified challenge
• uses credible evidence
2
• elementary synthesis of information from the analysis
• makes proposal/s that are vague or unclear.
1
• does not satisfy any of the descriptors above. 0
Criterion: Communicating
Assessment objectives
6. communicate geographical understanding of local demographic change and the challenge for
The student work has the following characteristics: Marks
• proficient transformation and representation of geographical data and information
• creates sophisticated cartographic and graphic forms
• accomplished use of geographical terminology and the conventions of written communication.
6–7
• competent transformation and representation of geographical data and information
• creates purposeful cartographic and graphic forms
• considered use of geographical terminology and the conventions of written communication.
4–5
• adequate transformation and representation of geographical data and information
• creates simple cartographic and graphic forms
• appropriate use of geographical terminology and the conventions of written communication.
2–3
• minimal transformation and representation of geographical data and information in cartographic and graphic forms
• inconsistent use of geographical terminology and the conventions of written communication.
• does not satisfy any of the descriptors above. 0
