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Laurelle Woollett Greater Brisbane Region Twilight Assessment Series

Laurelle Woollett Greater Brisbane Region Twilight Assessment Series. Designing Quality Tasks. What makes a quality task?. Intellectual challenge Authenticity Credibility Accessibility. The Placemat. http://education.qld.gov.au/curriculum/assessment/pdfs/gac3.pdf. Intellectual challenge.

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Laurelle Woollett Greater Brisbane Region Twilight Assessment Series

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  1. Laurelle WoollettGreater Brisbane RegionTwilight Assessment Series Designing Quality Tasks

  2. What makes a quality task? • Intellectual challenge • Authenticity • Credibility • Accessibility

  3. The Placemat http://education.qld.gov.au/curriculum/assessment/pdfs/gac3.pdf

  4. Intellectual challenge • depth and breadth of curriculum demands • challenges in creative and critical thinking • elaborated communication • affective and metacognitive opportunities

  5. Authenticity • Relevance • Connections • Engagement • Negotiation

  6. Credibility • Validity • Reliability • Fairness • Coherence

  7. Accessibility • Literacy of the task • Support to understand the task • Support to complete the task

  8. How do I create a quality task? • From scratch • By modifying

  9. From scratch • Planning - alignment • Writing- making expectations clear to students • Implementing- student work • Revising- moderation

  10. Planning the task • Know your intent- working with the syllabus/Essential Learnings/ school programs- selection and decision making • Documenting the discussions/decisions- specify * deep understandings * evidence * product and performances * criteria

  11. Syllabus Intent Learning outcomes – overall, KLA, strand coreKEY: CONCEPTSPROCESSESVALUES Unit/task based specific DEEPUNDERSTANDINGS What does this look like for students as this stage of understanding of the concept/values/ processes? What constitutes sound EVIDENCE of the understanding? What types of TASKS will produce this evidence? What learningexperiences need to occur to prepare students? What prior learning do they have What CONTEXTS are appropriate? Task description Planning proforma

  12. Writing the task • Introduction - engage and orientate • Instructions - clear and active • Guidelines - conditions and advice • Support - scaffold and cue • Criteria & Standards - prioritise and judge

  13. Laurelle Woollett Principal Advisor, Curriculum & PD Greater Brisbane Region laurelle.woollett@qed.qld.gov.au http://education.qld.gov.au/curriculum/assessment/pdfs/gac3.pdf the placemat http://education.qld.gov.au/curriculum/assessment/pdfs/gac6.pdf the task http://education.qld.gov.au/curriculum/assessment/pdfs/gac3.pdf the placemat http://education.qld.gov.au/curriculum/assessment/pdfs/gac6.pdf the task

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