Quality Assessment Tasks for Quality Work Samples Implementing COGs Workshop School Based Assessment and Reporting Unit Curriculum Directorate NSW Department

Quality Assessment Tasks for Quality Work Samples

Implementing COGs Workshop

School Based Assessment and Reporting Unit

Curriculum Directorate

NSW Department of Education & Training

NSW Public Schools – Leading the Way www.det.nsw.edu.au



Aims• Quality Assessment

• Importance of task design

• Key elements of task design

• Coding Assessment Tasks using QT elements



What is Assessment?

Assessment is the process of collecting evidence of student learning in order to estimate an individual’s (or a group’s) current level of attainment.



Purposes of AssessmentTeachers need to be clear about what they are assessing and why.

Assessment provides information for participants inthe teaching and learning process.

The better the task, the more effective the teaching and learning which follows.

Assessment takes many forms in schools andclassrooms:• Formal and informal observation and

discussion with students• Formal assessment tasks• Formative monitoring and adjustment of

teaching• Summative assessment at key points• Comparing evidence of achievement against

syllabus standards.



• What do you want the students to learn?

• Why does that learning matter?

• What are you going to get the students to do (or produce?)

• How well do you expect them to do it?

A Quality Teaching Focus



Quality Teaching Assessment Practice

What do you want the studentsto learn?

Consider:• Key concepts in KLA outcomes and

content

• How do key concepts relate to each other?




Why does that learning matter?

Consider:• Does the learning have meaning in

the world beyond the classroom?

• How does the learning link to prior learning?

• How does the learning in one task link to the learning in another?




What are you going to get the students to do (or produce?)

Consider:• How will students demonstrate their

deep understanding of key concepts? (Assessment should be tied to these concepts.)

• Which products or performances will be most meaningful to students?




How well do you expect them todo it?

Consider:• High expectations for student

performance and/or product.

• How will students know what a quality product or presentation looks like?

• How will they know when they have achieved the outcomes?



QT Dimensions

Intellectual Quality

Quality Learning Environment

Significance



• Deep knowledge• Deep understanding• Problematic knowledge• Higher-order thinking• Metalanguage• Substantive communication

Intellectual Quality



• Explicit quality criteria• Engagement• High expectations• Social support• Students’ self-regulation• Student direction

Quality Learning Environment



• Background knowledge• Cultural knowledge• Knowledge integration• Inclusivity• Connectedness• Narrative

Significance



Task Design

• How do you design a task that produces quality worksamples?



Importance of Task Design

Evidence of learning is only as good as the

task allows.

• Too simple / too difficult issue• What you know and record is limited by the task

itself• Student progress is defined by it



Setting Appropriate Assessment Tasks

One of the keys to successful teaching and learning is the aligned curriculum.

The learning outcomes are clear.

The learning experiences(face-to-face and virtual) are designed to help students achieve those learning outcomes.

The assessment tasks allow the students to demonstrate their achievement of those outcomes.



What do I want my students to learn?

Teaching and Learning Program

Outcomes How do I want them to learn it?

Learning experiences

How will I know they have learnt it?

Assessment Events



Reflection• Can you explain how the assessment

tasks you currently use relate to unit learning outcomes?

• What quality teaching aspects are apparent? How do you know?

• Do students know and understand the marking criteria?

• How much guidance do students get in completion of tasks?



Activity – Coding an assessment task Stage 2: Effects of Growth and Change

HSIEENS2.6 Describes peoples interactions with environments and identifies responsible ways of interacting with environments • uses maps to locate reference points• locates and describes physical, political and cultural areas• states positive and negative effects of environmental changes. CCS2.2 Explains changes in the community and family life and evaluates the effects of these on different individuals, groups and the environment• Identifies and describes positive and negative effects of changes in the local area• Suggests changes of lifestyle as a result of changes to the local area. Creative Arts: Visual ArtsVAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter• creates an imagined landscape of the local area. VAS2.2 Uses the forms to suggest the qualities of subject matter• experiments with techniques to represent an aerial view of the local area

Mapping changes in the local area• Display a topographic map of the local area and copy for students’ use. Identify the different natural and built features. Discuss:- what is a map?- what is the purpose of the map?- what do you find on a map?- what can you tell from a map?• Students study the map and discuss what the symbols and markings represent.• Talk about the things a map needs e.g. heading/title, key or legend and explanation of symbols used to represent features.• Locate well know features e.g. river, creek, main roads, areas of industry, towns, high ground/mountain.• Discuss what the topographical map tells you about the local area. Ask questions such as:- why do you think there are lots of …?- what would happen if there was a lot of rain?- why are there few buildings on the mountain?- why is there little natural bush/a lot of natural bush?- Summarise the knowledge gained from the map.• Compare the topographical map to the aerial photographs used in the previous lesson. What features are the same or different?• If aerial photographs of different eras are available, identify changes that have occurred to the local area over time e.g. changes to the natural and built environment can easily be seen. • Why might these changes have occurred?• What positive or negative effects would these changes have on the local environment and on the people who lived there?



Activity – Coding an assessment task Stage 2: Effects of Growth and Change

HSIEENS2.6 Describes peoples interactions with environments and identifies responsible ways of interacting with environments • uses maps to locate reference points• locates and describes physical, political and cultural areas• states positive and negative effects of environmental changes. CCS2.2 Explains changes in the community and family life and evaluates the effects of these on different individuals, groups and the environment• Identifies and describes positive and negative effects of changes in the local area• Suggests changes of lifestyle as a result of changes to the local area. Creative Arts: Visual ArtsVAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter• creates an imagined landscape of the local area. VAS2.2 Uses the forms to suggest the qualities of subject matter• experiments with techniques to represent an aerial view of the local area

English TS2.1 Communicates in informal and formal classroom activities in school and social situations for an increasing range of purposes on a variety of topics across the curriculum. TS2.2 Interacts effectively in groups and pairs, adopting a range of roles, uses a variety of media and uses various listening strategies for different situations.

TS2.4 Identifies common organisational patterns and some characteristic language features of a few types of predictable spoken texts.

Mapping changes in the local area• Display a topographic map of the local area and copy for students’ use. Identify the different natural and built features. Discuss:- what is a map?- what is the purpose of the map?- what do you find on a map?- what can you tell from a map?• Students study the map and discuss what the symbols and markings represent.• Talk about the things a map needs e.g. heading/title, key or legend and explanation of symbols used to represent features.• Locate well know features e.g. river, creek, main roads, areas of industry, towns, high ground/mountain.• Discuss what the topographical map tells you about the local area. Ask questions such as:- why do you think there are lots of …?- what would happen if there was a lot of rain?- why are there few buildings on the mountain?- why is there little natural bush/a lot of natural bush?- Summarise the knowledge gained from the map.• Compare the topographical map to the aerial photographs used in the previous lesson. What features are the same or different?• If aerial photographs of different eras are available, identify changes that have occurred to the local area over time e.g. changes to the natural and built environment can easily be seen. • Why might these changes have occurred?• What positive or negative effects would these changes have on the local environment and on the people who lived there? After looking at pictures of buildings from the local area, and participating in an excursion to observe the buildings, the students will design and make a building of the future. When their building is completed the students will give a presentation outlining the reasons for their choice of design/structure

Assessment StrategyThe teacher:

• observes students• observes interaction and discussions between students regarding their designs and structures

Assessment CriteriaThe student:

• sketches buildings in their local area from pictures• uses their understanding and knowledge of buildings in the local area to create their own building of the future • outlines reasons for design/structure choices through oral presentations

After looking at pictures of buildings from the local area, and participating in an excursion to observe the buildings, the students will design and make a building of the future. When their building is completed the students will give a presentation outlining the reasons for their choice of design/structure



Work sample



Assessment CriteriaThe student:

• sketches buildings in their local area from pictures

• uses their understanding and knowledge of buildings in the local area to create their own building of the future

• outlines reasons for design/structure choices through oral presentations



Creative Arts: MusicMUS 2.1 Sings, plays and moves to a range of music, demonstrating a basic knowledge of musical concepts• demonstrates feeling for the beat through movement• performs chant with accompanying movements• performs rap ostinato patterns. MUS 2.2 Improvises musical phrases, organises sounds and explains reasons for choices• invents movement patterns to reflect song sequence• creates rap ostinato pattern and graphic notation to represent it. MUS 2.3 Uses commonly understood symbols to represent own work.• devises graphic symbols to represent ostinato patterns MUS 2.4 Identifies the use of musical concepts and musical symbols in a range of repertoire• discusses musical features of the song.

Music and machines•Select a chant about machines such as ‘My name is Joe’ from Sync or swing (DET): -have students imitate machine-like movements (include the ones referred to in the chant)-play the recording and have students discuss the song. Include reference to lyrics, accompaniment, beat, rhythm and the voice-students suggest suitable movements to accompany the chant-perform chant with accumulated actions as indicated in the lyrics-introduce some spoken ostinato to perform with recording-divide class into groups to devise their own rap ostinato patterns-students devise graphic symbols to represent their ostinato patterns-swap notation with other class members, perform and discuss effectiveness.•Write a rap piece about a button factory or an office and perform for the class. Use the phrases developed at the beginning of the unit to help.•Discuss machine noises found at home and create sounds to represent the machines:-identify similarities and differences between identical machines-divide into groups to represent a machine through sound and movement-use body percussion to create the beat of the machine-add movement and sound to represent the machine.•Perform for the class. See attached Music Assessment sheets

Assessment strategyThe teacher:• observes participation in class activities.Assesses student performances Assessment criteriaThe student:• performs chant accompanied by movements• creates, performs and notates a rap ostinato pattern• uses word patterns, syllables, rhyme and onomatopoeia• discusses musical features of the song. These criteria relate to outcomes MUS2.1, MUS2.2, MUS2.3, MUS2.4, WS2.9

Activity – Coding an Assessment Task Stage 2 – Machines



Activity – Coding an Assessment Task Stage 2 Machines



Discussion:

• Does that task allow students to demonstrate how much

they know?

• Is it possible for a student to achieve “Above”?

• How could the task be improved so that other QT

elements would reflect a 4 – 5 code?



Quality Teaching Elements







Summary elements : research indicators

The task must be based in the

curriculum

Students need to know what is

expected

Students need to see

relevance

The task must be able to elicit

optimal performance

Is the task accessible to all students?



ActivityArea Explanation / Practical expression

The task must be based in the in the curriculum

Students need to know what is expected

Students need to see relevance

The task must be able to elicit optimal performance

Is the task accessible to all students?



Steps to setting a quality assessment task

• Read over the 4 QT questions and consider your responses.

• Review the QT elements for each of the 3 dimensions.

• Decide upon which elements are to be focused on in the assessment task. (Start by choosing a small number!)

• Design your assessment task and aim to code the focus elements highly (4 - 5).

• Revisit the QT elements and check to see if you have achieved a high code.

• Code the assessment task against all 18 elements and note other highly coded elements.



Questions



Contacts

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Documents

Quality Assessment Tasks for Quality Work Samples Implementing COGs Workshop School Based Assessment and Reporting Unit Curriculum Directorate NSW Department