Reliability ensures assessment pieces yield accurate results, irrespective of the time, place or assessor. This assessment piece will yield similar results, due to the clear, concise and simple expectations on the task sheet and rubric (Churchill, et al., 2013). Repetition involving phrases increases and ensures reliability (Dylan, 2011), due to consistent expectations of what must be included, creating an easy to understand task for all students and markers (Churchill, et al., 2013). This also reduces potential anomalies. For example, by stating and reiterating across all areas that Part A of the research task requires students to evaluate the outcomes of their emotional responses to different situations. While the second part of the research task requires students to critically analyse contextual factors that influence their decisions and behaviours and demonstrates leadership across a range of health contexts. In the preparation for this assessment piece, the formative assessment activities and tasks mirror the final task, only differing by being predominantly group tasks (roleplay and worksheets) where students can collaboratively learn and discuss ideas. This practice, combined with the feedback given from formative assessment, will provide students with the knowledge and experience necessary to complete the task individually (Dylan, 2011). Additionally, all assessment will be moderated to ensure consistency of marking (Saroyan & Amundsen, 2004; Churchill, et al.,
Reliability ensures assessment pieces yield accurate results, irrespective of the time, place or assessor. This assessment piece will yield similar results, due to the clear, concise and simple expectations on the task sheet and rubric (Churchill, et al., 2013). Repetition involving phrases increases and ensures reliability (Dylan, 2011), due to consistent expectations of what must be included, creating an easy to understand task for all students and markers (Churchill, et al., 2013). This also reduces potential anomalies. For example, by stating and reiterating across all areas that Part A of the research task requires students to evaluate the outcomes of their emotional responses to different situations. While the second part of the research task requires students to critically analyse contextual factors that influence their decisions and behaviours and demonstrates leadership across a range of health contexts. In the preparation for this assessment piece, the formative assessment activities and tasks mirror the final task, only differing by being predominantly group tasks (roleplay and worksheets) where students can collaboratively learn and discuss ideas. This practice, combined with the feedback given from formative assessment, will provide students with the knowledge and experience necessary to complete the task individually (Dylan, 2011). Additionally, all assessment will be moderated to ensure consistency of marking (Saroyan & Amundsen, 2004; Churchill, et al.,