1. Objectives Identify the role of thinking in learning
Use a ‘model of thinking’ to ‘model good thinking’
Identify the components of a Thinking Curriculum
Evaluate a range of active learning strategies for promoting types of thinking
Produce real-world performance tasks

2. Good thinking, what’s that?
This involves Critical Thinking – have I seen this problem before, what are the likely causes, what information do I need to clearly interpret what’s occurring....?
I want good
Thinking on this
Good thinking, what’s that?

3. Problems of Definition
“But the heart of the problem is our failure to define such terms
as critical thinking, problem solving, metacognition, reasoning,
and abstract thinking. Without adequate definition and training,
teachers lack the knowledge and skills to teach and test for these
desirable but elusive human qualities”
(Haladyna, 1997)

4. Thinking – A major key for effective learning
“The best thing we can do, from the point of view of the brain and learning,
is to teach our learners how to think”
(Jenson, 1996, p.163)
“Thought is the key to knowledge. Knowledge is
discovered by thinking, analyzed by thinking,
organized by thinking, transformed by thinking,
assessed by thinking, and, most importantly,
acquired by thinking”
(Paul, 1993 vii)
Thinking is the key cognitive process that builds
Understanding

5. Knowledge, Rote-learning as well as Thinking are
important in effective learning
Debates about the relative merits of teaching content Vs process, transmission
of knowledge Vs discovery learning, thinking Vs rote learning, etc, only cloud
rather than help effective pedagogy. For example, there is now virtual agreement
among cognitive psychologists that effective thinking - however defined - needs an extensive and well organized knowledge base. As Resnick (1989) summarizes:
Study after study shows that people who know more about a topic reason more profoundly about that topic than people who know little about it. (p.4)
Similarly, Satinover (2001), drawing from recent brain research makes the case for the importance of repetition in the learning process:
…these mundane chores are precisely what turns the fourth brain from a mass of randomness into a intellect of dazzling capacity. “Genius,” according to Thomas Edison, “is one percent inspiration and ninety-nine percent perspiration. Of “critical thinking skills,” he had nothing to say. (p.49)

6. Copyright 2010: D. Sale & SM Cheah. All Rights Reserved
Diploma in Chemical Engineering CP5033 Plant Safety & Loss Prevention
What is thinking?
Thinking is the conscious and goal-directed mental activity we do in order to solve problems
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

7. we would not have to think
In a perfect world,
we would not have to think
Because we would never
have to solve any problems

8. Find me a girlfriend – potential wife
Wife leaves me
for Brad Pitt
- What to do, lah?

9. A Model of Thinking Meta-cognition Comparison & Contrast Inference &
Diploma in Chemical Engineering CP5033 Plant Safety & Loss Prevention
A Model of Thinking
Meta-cognition
Comparison
& Contrast
Inference &
Interpretation
Evaluation
Generating Possibilities
Analysis
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

10. Generating Possibilities
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Generating Possibilities
What do we do when we
generate possibilities?
Generate many possibilities
Generate different types of possibilities
Generate novel possibilities
Meta-cognition
Comparison
& Contrast
Inference &
Interpretation
Evaluation
Generating Possibilities
Analysis
All creative products involve the
combining of old ideas or elements
in new ways
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

11. Comparison and Contrast
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Comparison and Contrast
Meta-cognition
Comparison
& Contrast
Inference &
Interpretation
Evaluation
Generating Possibilities
Analysis
What do we do when we compare and contrast?
Identify what is similar between things - objects/options/ideas, etc
Identify what is different between things
Identify and consider what is important about both the similarities and differences
Identify a range of situations when the different features are applicable
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

12. Analysis What do we do when we analyse?
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Analysis
Meta-cognition
Comparison
& Contrast
Inference &
Interpretation
Evaluation
Generating Possibilities
Analysis
What do we do
when we analyse?
Identify relationship of the parts to a whole in system /structure/model
Identify functions of each part
Identify consequences to the whole, if a part was missing
Identify what collections of parts form important sub-systems of the whole
Identify if and how certain parts have a synergetic effect
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

13. Inference and Interpretation
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Inference and Interpretation
What do we do when we make inferences and interpretations?
Identify intentions and assumptions in data
Separate fact from opinion in data
Identify key points, connections, and contradictions in data
Make meaning of the data/information available
Establish a best picture to make predictions
Meta-cognition
Comparison
& Contrast
Inference &
Interpretation
Evaluation
Generating Possibilities
Analysis
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

14. Evaluation What do we do when we evaluate?
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Evaluation
What do we do when we evaluate?
Decide on what is to be evaluated
Identify appropriate criteria from which evaluation can be made
Prioritize the importance of the criteria
Apply the criteria and make decision
Meta-cognition
Comparison
& Contrast
Inference &
Interpretation
Evaluation
Generating Possibilities
Analysis
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

15. Meta-cognition What are we doing when we are meta-cognitive?
Diploma in Chemical Engineering CP5033 Plant Safety & Loss Prevention
Meta-cognition
What are we doing when we are meta-cognitive?
Aware that we can think in an organized manner
Actively thinking about the ways in which we are thinking
Monitoring and evaluating how effective we are thinking
Seeking to make more effective use of the different ways of thinking and any supporting learning/ thinking strategies /tools
Meta-cognition
Comparison
& Contrast
Inference &
Interpretation
Evaluation
Generating Possibilities
Analysis
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

16. CDIO Skills Workshop 1
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Thinking about your thinking
What assumptions did I made?
How can I spot an error if I make one?
Do I know what do I need to know?
Put simply, meta-cognition is
Being aware of one’s thinking, evaluating how well we are using the range of specific types of thinking and taking necessary corrective action
Commitment to task
Willingness to exert self control of learning
Being aware of the level of attention needed for a task and be able to adjust their focus accordingly.
Evaluation, planning, and regulation help students gain executive control of behaviour. These processes are the primary focus of many definitions of metacognition. Evaluation refers to students' ongoing assessments of their knowledge or understanding, resources, tasks, and goals. Planning involves the purposeful selection of strategies for specific tasks and is dependent on declarative and conditional knowledge. Regulation includes the monitoring and revision of progress toward goals. Evaluation, planning, and regulating should take place at before, during, and after stages of tasks.
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

18. Pedagogic Themes of a Thinking Curriculum
Thinking as the ‘tool’
for understanding
Integration of
teaching, learning
and assessment
Real world
competency and
problem-solving TC
Performance-based
assessment
Positive dispositions
and beliefs that support
effective learning
This slides identifies the key underpinning pedagogical assumptions of the Thinking Curriculum. The various components are derived from established learning theories and recent brain research, as well as our own professional knowledge of how meaningful learning is best achieved
A science of learning approach
to pedagogic design

19. Systematic infusion of types of thinking in the curriculum
Learning
Outcomes
Types of
Thinking
Assessment
System
Instructional
Strategies
This slides identifies the 3 most important components of the curriculum (learning outcomes, Instructional methods/strategies and assessment), which need to be planned in unison to achieve consistency of purpose. For example, the assessment strategy must validly assess the learning outcomes.Similarly, the instructional methods and strategies must be those which offer the best opportunities for facilitating the types of learning identified in the learning outcomes
In basic terms this means that the types of thinking incorporated in the Learning
Outcomes must be effectively taught through the Instructional Strategies
used and accurately measured in the Assessment System. (Aligned curriculum design)

20. Infusion Approach 1 Curriculum Compare & contrast Analysis
Inference & interpretation
Evaluation
Generating possibilities
Metacognition
Thinking Skills
This method of incorporating thinking into the curriculum is advocated by the work of Professor Robert Swartz, who has written extensively in this area. In his model, he identifies a range of thinking skills, which are to be appropriately and systematically infused into the content of a curriculum. He argues that thinking is best taught - and learned – in the context of the content of the curriculum.
Curriculum

21. thinking that underpin competent performance Real world applications
Infusion Approach 2
Specific types of
thinking that underpin
competent performance
Real world applications
of the subject content
This method of infusion was derived from my own work and advocates a more ‘bottom up’ approach than Swartz’s top down method. Rather than start with a menu of thinking skills, begin instead with a consideration of what you want form the curriculum. I suggest that most curriculum should attempt to provide a competency focus, whereby learning resembles what occurs in the real world. Having identified the real world activities that students will be expected to perform, the types of thinking are derived by examining what highly competent professional do in performing these activities. The following slide demonstrates this process with an example
Curriculum

22. Identifying the Types of Thinking
Step 1
Refocus the curriculum
towards real world activities or competency
Step 2
Identify the types of thinking that underpin competent performance in these real world activities through
COGNITIVE MODELING
In doing this it is useful to start by asking
the question:
How does a highly competent
person think in the effective
execution of this activity?
Example from a Business Law
Module:
Predict possible legal outcomes
in the event of a breach of contract
Analyse the components of a contract
Compare and contrast the expected and the actual behaviour of defendants
Make inferences and interpretations concerning the behaviour
Evaluate the possibility of specific outcomes

23. Writing learning outcomes
Write in direct performance terms – focusing on:
the Type of Thinking or Product Outcome
Analyse the impact of pollution on water quality
Compare and contrast a range of retaining structures
Generate new design options for marketing a health food
Predict the outcomes of specified legal scenarios
Conduct a product packaging tests for a specified product
Prepare a voyage passage plan
Write a programme in Java script to animate a range of figures
Prepare a tender report
Having identified the areas of competence and underpinning types of thinking in your curriculum, you can now construct the appropriate learning outcomes. Whether the learning outcomes focus on the types of thinking or product outcomes does not matter. What is essential is that the learning outcomes embody the essential content knowledge, types of thinking and other process or attitudinal components felt appropriate for effective learning in this curriculum

24. Promoting thinking – general instructional principles
Systematically teach and model the types of thinking, taking students through the range of cognitive operations for each type of thinking
Use appropriate language to direct and reinforce types of thinking (e.g., “Lets compare & contrast these two reactors”)
Use structured questions to promote specific types of thinking (e.g., what inferences and interpretation scan we make about cloning from this data)
Involve students in real world learning tasks which necessitate direct use of the types of thinking
Consistently promote values and dispositions conducive to good thinking and effective learning (e.g., persistence, flexibility, attention to detail, etc)
We are now quite clear on the types of instructional methods and strategies that help to promote thinking and meaningful learning. The uses of active and collaborative methods, real world based learning tasks, a classroom climate of inquiry and mutual support are fully supported by a wide research of recent research on how we learn and related brain behaviour.

25. Instructional methods and strategies that provide opportunities for thinking
Questioning
Small group activities that involve specific types of thinking (e.g. buzz groups, rounds, poster board tours, etc)
Co-operative learning structures
Case studies
Projects
Role play
Performance tasks that involve specific types of thinking
Discussion/Debates
Thinking Tools, e.g., Mind mapping, ‘Thinking Hats’, Plus-Minus-Interesting, Forced Associations, etc

26. The Power of Questions
“Questions are the primary way we learn virtually everything”
“Thinking itself is nothing but the process of asking and
answering questions”
“Questions immediately change what we focus on and,
therefore, how we feel”
(Anthony Robbins, 2001, pp.179-8)

27. Using Questions The effective use of questions is a powerful means of
promoting specific types of thinking, for example:
What are the similarities and differences between Hepatitis A and HIV?
In what ways are these differences significant?
What inferences and interpretations can be drawn from the data on HIV infection in Asia?
How might we evaluate the effectiveness of the present HIV prevention programme?
What is the relationship between HIV infection and poverty?
What other ways might we make people more aware of HIV infection?

28. Ways in which meta-cognitive thinking can be developed & enhanced:
Make students Aware of this distinctively human capability and how it works
Explain and demonstrate how metacognition works
Illustrate with a range of examples why metacognition is so important in learning and personal success
Build metacognitive thinking into specific learning activities (e.g., project work
Get students to reflect on and document the quality of their thinking, identifying challenges faced in their learning and how they have gone about tackling these challenges
Facilitate and reinforce metacognition through other ‘Teachable
Moments’
Whenever metacognitive thinking would be valuable to enhancing thinking and learning
Copyright 2010: D. Sale & SM Cheah. All Rights Reserved

29. What do we mean by Cooperative Learning Structures?
A Structure is a content free way (tool) for organising social
interaction in the classroom. Content is placed into a structure to
create a Activity which necessitates cooperative learning.
Activities are then designed into lessons to meet specific learning
outcomes (e.g., activating prior learning, promoting types of
thinking, reinforcing key content understanding, developing
social skills, etc)

30. known as Think-Pair-Share)
Timed Pair Share
Basic Theme:
In pairs, students share with a partner for a
predetermined time while the partner listens
carefully. Then partners switch roles
Steps
1 Teacher announces a topic and states Partner B acknowledges what was
the question/problem each student will learned (e.g., “One thing I learned as I
have to share on listened to you was…”)
2 Teacher provides instructions on how to Pairs switch roles: Partner B speaks;
select partner and allocates time for task Partner A listens
3 In pairs, Partner A speaks; Partner B Partner A acknowledges learning
listens
A useful adaptation of this is to allow a THINK time before the sharing –
known as Think-Pair-Share)

31. Numbered Heads Together
Basic Theme:
Students are presented with a question or problem-
they “put their heads together”, generate and explore
possible answers/solution
Steps
1 The teacher has students numbered off The teacher tells the students to “put their
within groups, so that each student has heads together”, discuss their possible answers,
a number: 1, 2, 3, agree their best answer and make sure that all
group members know the ‘correct’ answer
2 The teacher asks a question or presents
a problem and gives ‘think time’ for After a defined period of time (or when the
students individually students indicate they are ready) the teacher
calls a number (1, 2, 3, or 4), and all students
with that number can raise their hands to
respond

32. Circle the Sage Basic Theme:
Each team-mate gathers around a different “Sage” to learn
the content; they then return to compare notes
Steps
1 Teacher identifies “Sages.”
2 “Sages” spread out around the Sages teach; disciples take notes
room and stand
3 Each member of each team Disciples return to their teams, and
gathers around a different sage, compare notes with team-mates.
to become a “Disciple.”

33. Thinking Tools and Techniques
Mindmapping (A learning & thinking tool)
Thinking Hats (A thought management tool)
Plus-Minus-Interesting (A simple practical tool for identifying positives, negatives and unsure elements in a situation)
Force-Field Analysis (A critical and creative thinking tool for managing change)
Forced Associations (A creative thinking technique to break out of traditional patterns of perception and thinking)
PO (A creative thinking technique)
SCAMPER (A creating thinking tool)
Morphological Matrix (A creative thinking tool for creating multiple combinations)
Note: thinking tools and techniques don’t do the thinking, they only provide a means for organizing your thinking

34. Mind Map of Edward De Bono’s Thinking Hats
White Hat
Blue Hat
Facts only
No opinions
Metacognition
Overview
Red Hat
Green Hat
Feelings
Own view
Creative
New ideas
Black Hat
Negative
Logical
Yellow Hat
Positive
Optimistic
Mind Maps can promote all
types of thinking as well as
aid memory and learning

35. Plus-Minus-Interesting

36. Forced Associations (Random Triggers)
Forced Associations is a technique for linking another thinking pattern into
the one we are presently using. We do this by selecting a random concrete noun
from a different field and combining it with the problem under consideration.
For example, we might be looking at ways to make lifts quicker.
By choosing a random word ‘Mirror’ could lead to installing mirrors by lifts.
As we know this is a popular solution for ‘slow lifts’. The lift doesn’t go faster,
but people waiting don’t notice this as they look in the mirror.
Force Associate
with ‘Mirror’

37. PO (Provocative Operation)
PO involves making deliberately provocative statements, which seek to
force thinking out of established patterns.
Examples: “Everybody should go to prison”
“Lets abolish schools”
Having made a provocative statement, it is then necessary to suspend judgement
and use the statement to generate ideas. For example, you can generate ideas
by examining:
The consequences of the statement
What the benefits could be?
What would need to change in order to make it a sensible statement?
What would happen if a sequence of events changed?

38. S A P R C M E Substitute Combine Adapt Magnify, Minify, Modify
SCAMPER is a checklist that helps to
think of ways to improve existing products
or create new ones
Substitute
Combine
Adapt
Magnify, Minify, Modify
Put to other use
Eliminate
Reverse

39. Morphological Matrix X
This tool encourages new possibilities through combining options
OPTIONS X
OPTIONS

40. Force-Field Analysis Current Situation Desired Situation
Potency:
:Potency
Forces driving change
Forces resisting change
Equilibrium
The objective is to move the balance to the right, which can be achieved by:
identifying forces, their causes and strength
planning and acting to assist the driving forces
planning and acting to reduce the resisting forces
using some of the resisting forces against each other if possible

41. What are ‘Real World’ Learning Tasks?
“Central to a pedagogy that seeks to promote the development of good thinking
is the systematic use of well constructed and managed learning tasks that reflect
real world activity and involve the use of specific types of thinking.
(Wasserman, 1993, p.20)
Such tasks are often referred to as Performance-Tasks
as they concentrate on the thoughtful application of knowledge
in real life contexts

42. Rationale for using Real World Tasks
“Methods which are permanently successful in formal
education … go back to the types of situation which causes
reflection out of school in ordinary life. They give pupils
something to do, not something to learn; and the doing is
of such a nature as to demand thinking, or the intentional
noting of connections; learning naturally results”.
(Dewey, 1916)
“Real-world learning has a backbone of problem-solving,
production of work-authentic products, and investigation and
research, in which all knowledge, processes, and techniques
connect and are used. Most people are motivated to learn
when engaged in a problem or project they care about”.
(Glasgow, 1997)

43. Types of Real World Tasks
Real work projects and tasks
Simulations
Problem solving through case studies
Problem-based learning (PBL) activities
Presentations
Any activity that essentially models what would be done by people in the world of work

44. In groups of 3-4, design and conduct a small experiment to
Example 1: Design and conduct a small experiment to test the Halo Effect
In groups of 3-4, design and conduct a small experiment to
test the Halo Effect in person perception.You may choose the
particular focus for the experiment, but it must:
Clearly test the Halo Effect in person perception
Be viable in terms of accessing relevant data
Meet ethical standards in conducting experiments with persons
Follow an established method and procedure
Produce results that support or refute the hypothesis
Once completed, the experiment should be written up in an appropriate
format of approximately 2000 words. It should document the important
stages of the experiment and compare and contrast the data found with
existing findings on the Halo Effect.
This is the learning task/performance test item used to assess the learning outcomes identified in the previous slide.

45. Example 2: Design A Food Package
Select a food product and design the packaging that you think will give it
best marketability. You must be able to identify the product attributes,
protection and enhancement needed to satisfy the functional and
marketing requirements, and use suitable packaging material(s) and
package type. The work produced should reflect the quality of your
thinking in the following areas:
identify the criteria for evaluating the marketability of a product
analyze the components of a product that constitute an effective design
generate new ways of viewing a product design beyond existing standard forms
predict potential clients response to the product given the information you have
monitor the development on the group’s progress and revise strategy where
necessary
An example of a task scenario from an engineering module. The key types of thinking have been cued for the students. It is important to note that by cuing the types of thinking for students, this does not do the work for them. This is no different from knowing what you have to do in a driving test – it does not make the test any easier, you must still have the competence to meet the driving standards. Once students become familiar with the types of thinking and develop competence in using them, it becomes less necessary to provide these cues.

46. Steps in designing performance tasks
Step 1: Identify clearly the knowledge, skills and processes to be incorporated into the task
For this step it is important to:
Choose specific topic areas in your curriculum that encompass key underpinning knowledge (e.g., central concepts, principles, procedures) and skills essential for understanding and performance in real world applications.
Identify the types of thinking that are important for promoting student understanding and subsequent competence in these topic areas. For example, generating possibilities, analysis, comparison and contrast, inference and interpretation, evaluation, etc.
Identify other process skills (e.g., communication, team-working, managing learning, etc) that are important for competent performance in the identified areas.
In a Thinking Curriculum, a lot of focus is placed on students being actively and collaboratively involved in real world problem-solving. The use of real life performance tasks, projects, case studies and other simulated real world activity is essential. However, it is important that these tasks are carefully designed to effectively promote the learning outcomes of the curriculum. In this and the following slide, the key steps and notes of guidance are provided to help you design these tasks. Remember, in the first set of slides “Underpinning model of learning…” – competent performance involves the dynamic use of knowledge, thinking, doing and desire. You will probably need to do a fair bit of thinking and doing in order to produce good learning tasks. However, the effort put in will be worth the benefits gained in terms of supporting instruction and helping students to learn effectively. Also, interesting and challenging tasks usually motivate students much more than traditional classroom learning activities.

47. Steps in designing performance tasks
Step 2: Produce the learning task
It is important that the task:
Clearly involves the application of the knowledge, skills and processes identified from Step 1.
Is sufficiently challenging, but realistically achievable in terms of student’s prior competence, access to resources, and time frames allocated.
Successful completion involves more than one correct answer or more than one correct way of achieving the correct answer
Clear notes of guidance are provided, which:
Identify the products of the task and what formats of presentation are acceptable (e.g. written report, learning materials, portfolio, oral presentation, etc)
Specify the parameters of the activity (e.g. time, length, areas to incorporate, individual/collaborative, how much choice is permitted, support provided, etc)
Cue the types of thinking and other desired process skills
Spell out all aspects of the assessment process and criteria.

48. Key considerations in producing a marking scheme
Performance areas assessed to reflect learning objectives
Performance criteria for each performance area
Marks weighting for each performance area to reflect table of specifications/assessment blueprint
sources of Performance evidence to be used (e.g., written/oral questioning, product, observation, etc)
Format for marking scheme – checklist, rating scale/ scoring rubric

49. Marking Formats for performance assessments
marking scheme
rubric
analytic
holistic
checklist
Decide on the basis of level of
Inference in making assessment decision
analytic or holistic rubric – what’s
the difference, and on what basis
would you decide?

50. Decide format on the basis of whether the item involves High or Low Inference
Low inference items are those where the performances being tested are clearly visible and there is a widely established correct answer (e.g., conducting a fire drill, setting up an experiment) Here a Checklist is most appropriate
High inference items involve performances that are less directly visible and/or more open to subjective judgement (e.g., creative writing, managing a team) Here a rating scale/scoring rubric is most appropriate
A major challenge to test design is to produce tasks that require low
inference scoring systems. Unfortunately, many worthwhile student
outcomes reflecting higher order thinking lend themselves more to high
inference scoring.

51. Scoring Rubrics (rating scale)
A scoring rubric is a prepared scoring system for assessing performance in activities where professional judgement is involved in the assessment decision.
There are two main types of rubrics:
Holistic (focuses on overall assessment of a product, process or performance - without judging the component parts separately)
Analytic (assesses – scores – each individual ‘part’ of an assessment activity and then totals an overall score
There are benefits and limitations to each –
what do you think they are?

52. Holistic versus Analytic Rubrics
Holistic rubrics enable a focus on the overall performance and are more
economical in terms of assessment time. They are typically used for summative assessment and where some variation in reliability in parts of the assessment components can be accepted, provided the overall assessment decision has good validity and reliability.
In contrast, analytic rubrics enable a greater focus on the specific
elements of the areas of learning involved and make possible a much better
utilization of formative assessment in the assessment process.
This has considerable benefits, as Gibbs (2008) highlights:
Research in schools has identified that the way that teachers provide and use feedback, and engage students with feedback, makes more difference to student performance than anything else that they can do in the classroom. (p.6)

53. What rubrics can and cannot do…
It is also important to remember that the rubric does not make the
assessment decision; this is the responsibility of the assessing
lecturer
Rubrics provides a guiding frame for focusing attention on the key
elements/constructs (performance criteria) of the assessment area
and summary descriptors of a range of performances.

54. Developing a checklist
Identify the important components - procedures, processes or operations - in an assessment activity
for example, in conducting an experiment one important operation is likely to be the generation of a viable hypothesis
For each component, write a statement that identifies competent performance for this procedure, process or operation
in the above example, the following may be pertinent:
A clear viable hypothesis is described
Allocate a mark distribution for each component - if appropriate
this is likely to reflect its importance or level of complexity
If you follow this process carefully, you will produce a valid and user-friendly checklist. Checklist are most useful in situations where the assessment decision seeks to identify a competent/ not competent judgement on performance.
Note: Checklist are most useful for low inference items –where the performance evidence is clearly agreed and there is little disagreement relating to effective or ineffective performance (e.g., observable steps)

55. Table of Specifications
Assessment checklist for Assignment 1: Design and conduct a small experiment to test the Halo Effect
Performance Areas/criteria:
The context of the experiment is accurately described 
A clear viable hypothesis is presented 
The method/procedure is appropriate 
There is no infringement on persons 
Findings are clearly collated and presented 
Valid inferences and interpretations are drawn from the data
and comparison is made with existing data 
7. The write-up of the experiment meets required conventions 
These are the main operations and processes to be assessed form the item. Note the performance criteria for each of the seven areas is not provided.
The allocation of marks for each performance area will reflect the weighting allocated in the
Table of Specifications

56. Developing a scoring rubric
Define the performance area/learning targets for an assessment (must relate to learning outcomes)
for example, ‘Valid inferences and interpretations are drawn from the data and comparison is made with existing data’
Identify and describe the key attributes that underpin competence for each performance area (preferably observable and measurable)
Using the above example (attributes – concept, types of thinking)
Validity
inference and interpretation
comparison and contrast
Write a concise description of performance at a range of levels from very good to very poor
for example, 5 = very good; 1 = very poor
The rating scale/scoring rubric is an adaptation of the checklist system in that it produces a range of descriptions of performance, typically 5 levels from very poor to very good. This enable levels of qualitative decision making in the assessment process.
The following four slides show the relationship between a set of learning outcomes, a performance-based learning task/assessment item and these two formats for a marking scheme.
Note: Rating Scales/Scoring Rubrics are most for useful for high inference items –
where the performance evidence requires considerable professional judgement in making an assessment decision

57. Scoring Rubric for Example 1: Valid inferences & interpretations are drawn, comparison with existing data is made
Score Description
5 All valid inferences are derived from data. Interpretations are consistently logical given the data obtained. All essential similarities and differences with existing data are identified and their significance fully emphasised.
4 Most of the valid inferences are derived from data. Interpretations are mainly logical given the data obtained. Most essential similarities and differences with existing data are identified and their main significance emphasised.
3 Some valid inferences are derived from data. Some logical interpretations are made from data obtained. Some essential similarities and differences with existing data are identified and their significance partly established.
2 Few valid inferences are derived. Interpretation of findings are limited . Comparison and contrast with existing data is partial and its significance not established.
1 Failure to make valid inferences and interpretations