Learning Tasks
Assessment & Reporting
Learning Tasks
Assessment Task Descriptions
| Samples | |
|---|---|
| 🙂 | Written tasks covering workshop safety, design, safe tool use procedures, tools and materials, and evaluation reports |
| ☹️ | A set of written tasks covering the topics of workshop safety, design, safe tool use procedures, tools and materials, and evaluation reports |
| ☹️ | Students completed a set of written tasks covering the topics of workshop safety, design, safe tool use procedures, tools and materials, and evaluation reports |
Grammar
- Avoid using “students”, “they” & other personal pronouns
- No tense – these are not full sentences, just dot-point descriptions
- Don’t use verbs, unless they describe what task is doing e.g. “Written tasks covering…”
- Avoid adding unnecessary detail which is already implied, e.g. “A set of written tasks” can simply be “written tasks”
Punctuation
- One “sentence” only – no full stops in the middle of the description
- No full stop at the end; these are not sentence-completing dot points
- Be specific: Identify the name/s of the film/novel, topic, product, artwork type etc.
- Keep it to one line if possible
- Use italics for titles and topic areas e.g.:
- Whole Number, Positive and Negative Numbers, Geometry, and Statistics
- Tomorrow, when the War Began
- Investigating and Defining
- Use lower case without italics for terms which are used in a generic sense e.g.: issues in public health
Examples
Year 7 Maths – Assessment Task: Tests
Multiple tests covering Whole Number, Positive and Negative Numbers, Geometry and Statistics
Year 9 History – Assessment Task: WWI Visual Analysis
Visual analysis essay on significant individuals, events and ideas from WWI
Year 7 English – Assessment Task: Letter to the Editor
Persuasive writing in the form of a letter to the editor on the topic of “sustainability”
Providing Feedback
In reflecting on feedback provided by staff, students should be able to consider:
- Where they are going?
- How they are going?
- Where they must go next?
Feedback should indicate how well the assessment/task was performed. Therefore, it should:
- Identify correct and incorrect answers
- Indicate where more or different information is required
- Build on a student’s surface knowledge either reteaching a concept or providing them with more opportunities for reflection/understanding – students need to explicitly learn from any errors and therefore, they must be cued in to different strategies and/or errors
- Examine how well the student has met the success criteria/rubric
- Provide students with opportunities to monitor and reflect on their own learning. Students need to self-assess, willingly seek and deal with any feedback by reviewing their responses, and have the opportunity to ask for further information or clarify a response.