Presentation on theme: "Designing assessment tasks for deep thinking"— Presentation transcript:
1 Designing assessment tasks for deep thinking Gabrielle MattersDirector, Assessment & New BasicsDepartment of Education and the ArtsQueensland
2 Outline Deep thinking Assessment task Live tasks assessing deep thinkingThe design process
3 Deep knowledgeThe acquisition of facts, concepts, theories, perspectives, and modus operandi that are critical to a significant topic or discipline, and that extend beyond the superficial, the routine or the trivial
4 Deep understandingApplying knowledge to constructing explanations, drawing conclusions, discovering relationships, making complex connections, solving problems, asking new questions, formulating and testing out hypotheses
5 Deep approach to learning Correlates with motivation and self-concept, which correlate with academic successStudents get excitement and satisfaction from study
6 J Assessment species HSC Student Task SAT, QCS Examination Test TestingTaskJHSCStudent TaskSAT, QCS
7 Assessment taskTool or device or constructed situation that creates the opportunity for learners to display the nature and quality of their learning
8 Student work Artefact Not necessarily written Performance Oral presentationComputer programExtended writingTest/exam responseField workPractical workProject workLong or shortNot necessarily writtenDone in a controlled assessment space or notCompleted in a specified time or notDone individually or in groups zero levels of teacher assistance
9 Assessment tasks Long or short Not necessarily written Done in a controlled assessment space or notCompleted in a specified time or notDone individually or in groups zero levels of teacher assistance
10 Live tasksRich TaskMathematics TaskTeacher-Generated Task
12 Designing a structureStudents will identify a client’s needs and take these and other factors into account in preparing a design brief for a structure. They will design an environmentally sensitive and aesthetic structure to fulfil this brief and communicate the design through sketches, plans and models. They will give due consideration to structure and materials, quantities and costs.
16 Can art have a social impact? Using their knowledge and understanding of economic and ecological sustainability and the procedures for social inquiry, students will undertake a local investigation into problems of recycling, reducing and re-using waste materials. Using ideas or messages based on this research, students will make a visual art object that captures the significance and meaning of the chosen ideas for a local audience.
19 Good assessment tasks The task must be based in the curriculum. Students must know what is expected.Students must recognise the task as worthwhile and relevant.The task must be capable of eliciting an optimal performance from students.
21 Three essential elements What is taught/learnt – intentions of the curriculumWhat is assessed – knowledge, skills, dispositions in the domain being sampledWhat is rewarded – high-quality performance on the criteria set down in the marking scheme and incorporated in an associated exemplar or indicative solution
22 Michael JordanBeing an athlete takes more brains than brawn. It takes time and effort. It takes endurance and commitment. It takes an athlete who can stay in the air for 2.5 seconds while shooting a goal; an athlete who knows which laws of physics keep him there.
23 Michael Jordan cont’dAssess the information presented in this magazine, using appropriate calculations to support your argument.
24 What is being assessedOutcomes H12 and H9 in the Physics syllabus
26 For 4 marksCorrectly determines the take-off speed and recognises that this is impossible OR correctly determines that the height to which the athlete jumps is impossible AND hence the information is not accurate
27 Designing a structureStudents will identify a client’s needs and take these and other factors into account in preparing a design brief for a structure. They will design an environmentally sensitive and aesthetic structure to fulfil this brief and communicate the design through sketches, plans and models. They will give due consideration to structure and materials, quantities and costs.
28 What is being assessed New Basics referents …Targeted repertoires of practice
29 For an A-gradefaithful interpretation of client needs via comprehensive and well-organised job specifications…
30 Desirable features cont’d cogent rationalisation in a design brief of environmental sustainability, aesthetic appeal, cultural appropriateness, financial viability and social significance, via the discourse of architecture
31 Desirable features cont’d vivid ideation in conceptualising a structure for a selected site
36 Conclusion Not a function of the assessment regime A product of the successful application of the design criteria and the interplay of three essential elementsDon’t waste energy berating the formerBecome an expert in the latter