Part Two
The Task Type Table
· What is its function?
The task type table guides the development of assessment tasks within a school.
· What are some features of this Task Type Table?
This task type table has fewer requirements and specifications than previous versions. This makes provision for a diverse range of pedagogical approaches to engage all students. This enables schools to make decisions about assessment that address the needs of their students. Schools will decide how to guide students to meet the Achievement Standards.
· Why doesn't it have parameters, such as word count?
These are decisions for teachers and schools to make in regard to their context, their students and the intended task. Schools will set word limits as is appropriate to the tasks and will allow students to meet the Achievement Standards.
Consider the additional parameters are added by this section 'Additional Assessment Information for A/T/M courses"?
Note:
the requirements for speaking tasks
the requirement for a rationale
the limit to the number of tasks
the requirement for varied text types over a course
the requirement to have systems to maintain academic integrity- see resources here.
Note that the requirement to maintain academic integrity also includes ethical research considerations see the workshop- Introduction to BSSS Ethical Research Principles and Guidelines (Online Course)
Considering Generative AI
The advent of sophisticated generative AI that is freely available may allow students to submit work that is not their own with very little chance of detection. This may prevent accurate measurement of student capacity. You should assume that if students take a task home that they will have used AI to assist them. You should also assume you cannot distinguish AI generated work from student work.
Currently, attempts to develop detection software have not been successful. Any detection software results can only be suggestive, conversations with students and procedural fair processes would have to follow.
Consequently you need to consider what aspect of the discipline are you trying to assess and how generative AI might impact on it. Then you can try to design tasks that focus on what you want to know about student performance while limiting interference from AI.
Teach students to keep their research notes and submit a record of prompts used so that they can provide evidence of process and composition if required.
Explicitly define the appropriate use of AI in a task and accommodate this in your rubric, e.g. AI use might mean the expectation of perfect spelling as the minimum standard.
Consider increasing the weighting of supervised in-class tasks without digital tools or with lock down browsers- in this context a prepared oral presentation is not an in-class task.
If you are interested in exploring the implications of generative AI further, you could undertake this BSSS Professional Learning online workshop- Introduction to to AI in the ACT Senior Secondary System.
Activity 2.1
What limitations does the presence of generative AI place on the use of common assessment tasks in English Framework subjects?
How are oral presentation tasks vulnerable to academic misconduct and what alternative and less vulnerable oral tasks might be set?
What kind of tasks require a rationale?
Emily Kam Kngwarray, Anwerlarr angganenty (Big Yam Dreaming), 1995, https://www.ngv.vic.gov.au/explore/collection/work/57498/
Comparing things
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The Achievement Standards
Please note:
Different Achievement Standards (AS) for years eleven twelve.
They reflect equivalence of achievement across subjects.
EAL has its own AS
AS are not a rubric in themselves. Rubrics will be drawn from some of the AS suitable for the intended task. All AS will be covered over the the suite of tasks.
The English Framework Panel wrote the Achievement Standards considering key knowledge, understand and skills required by English students in years eleven and twelve.
The grade bands are differentiated using Blooms Taxonomy and the scope of the learning demonstrated in the piece of work
Years eleven and twelve have distinct AS, as after one year of English education, by year twelve, students will have enhanced skills and knowledge that are acknowledged by assessment expectations and the AS.
The AS are the means for providing equity as all students across the jurisdiction will have the same expectations placed upon their performance regardless of the details of the task.
The Achievement Standards describe grade bands, not scores. There is no fixed relationship between marks and grades. Internal moderation between classes may change raw scores.
AS are based on ACARA design specifications.
Considering lines of deathless prose
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Activity 2.2
Achievement Standards
Write a paragraph on each question.
Read through the acheivement standards. What three to five tasks would be required to meet the expectations of the standards?
What does a student have to do to achieve the E standard in contrast to a Insubstantial Attempt, that is work so brief or inadequate it is not "substantially complete"? (See Policy and Procedures Manual 4.2.9)
What level of work is required of students undertaking an M course in comparison to A and T?
Activity 2.3
Examine this suite of tasks below:
Consider the coverage of the unit's Content Descriptions. Do the tasks indicate engagement with the content?
Would the suite of tasks have allowed students to achieve all of the Achievement Standards of the 2021 Framework?
Do the questions direct students to the level of analysis required to achieve an A?
What is missing or irrelevant to the unit/course?
Suite of English Tasks for Curriculum Planning Workshop
Representation Through Texts
Program of Learning- Representations of Love
Task One- Critical Textual Analysis
In-class Test- 2 Hours
Limit-800-1000 words
Materials allowed- dictionary, one page of notes on literary devices and Shakespeare criticism
(((Other required details according to the rules))))
We have examined a collection of Shakespeare’s Sonnets.
Examine the previously unseen sonnet below and write a critical textual analysis following the model practiced in class with other sonnets.
Sonnet XIII
O! that you were your self; but, love, you are
No longer yours, than you your self here live:
Against this coming end you should prepare,
And your sweet semblance to some other give:
So should that beauty which you hold in lease
Find no determination; then you were
Yourself again, after yourself's decease,
When your sweet issue your sweet form should bear.
Who lets so fair a house fall to decay,
Which husbandry in honour might uphold,
Against the stormy gusts of winter's day
And barren rage of death's eternal cold?
O! none but unthrifts. Dear my love, you know,
You had a father: let your son say so
Task Two Investigation Oral
Time -10-12min
Supporting material optional
(((other required details according to the rules)))
Choose your own written text about love with the approval of the teacher. Answer the following question in your oral:
How is love represented by the creator of the text?
Task Three- Creative Writing
Creative piece and rationale required.
Piece- 600-800 words (for poetry discuss length with teacher)
Rationale 300-500 words
Submit your draft to show your use of editing and proofreading.
(((other details according to the rules)))
Create a written piece which explores the theme of love. Choose an option below or your own.
1. Write three sonnets to your loved one. Follow the formal conventions for sonnets. Explain your use of devices in your rationale.
2. Write a parody of a love story. In your rationale identify your use of parody techniques and devices.
3. Write an exchange of DMs in which one character tries to persuade the other character to go out with them. In your rationale, explain your use of devices and the journey of your characters.
4. Write a short story which tells one of the sonnets as a short story. Explain how you translated poetic references into narrative forms in your rationale.
5. Write a poem or collection of poems about love from the 19th, 20th and 21st centuries.
Try searching the Irish curriculum site for ideas for scope and sequences, studies, resources and assessment.
Learning and Assessment Ideas
