Part Two
The Task Type Table
· What is its function?
The task type table guides the development of assessment tasks within a school.
· How is the new task type table different to the previous version?
The open task type table 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 have some parameters, such as word count, been removed?
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 limits to the number of tasks
the requirement for varied task types over a course to meet achievement standards
the requirement to have systems to maintain academic integrity is a part of the Acheivement Standards- 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.
Thermopylae, Wikipedia Commons
Activity 2.1
Write a paragraph on what possibilities are opened by this more flexible approach.
Comparing things
(Stock image)
The Achievement Standards
Please note:
Different Achievement Standards (AS) for years eleven twelve.
They reflect equivalence of achievement across subjects.
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 HASS Framework Panel wrote the Achievement Standards considering key knowledge, understand and skills required by HASS 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 college 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 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.
Contemplating the world
(Stock image)
Activity 2.2
Achievement Standards
Write a paragraph on each question.
Using the AS, map the criteria to 3 tasks that you typically use in a semester. Are all AS addressed?
What does an E student have to do to achieve the standard and Would this differ between T and A??
How could an M student be catered for using the AS?
Activity 2.3
Moderation
Examine this suite of tasks below.
Consider the question of curriculum coverage. Would the Content Descriptions be covered? Write a paragraph.
Would the suite of tasks have allowed students to achieve all of the achievement standards of the 2021 Framework? Do the tasks direct students to the critical thinking required to achieve A grades? What is missing? Does the package raise any issues? Write a paragraph in answer.
Modern History: Unit1: Understanding the Modern World- The French Revolution
Examine the following collection of tasks and assess their coverage of the requirements of the unit in Modern history.
Task One- Research Essay
T 1500 words
A 1000 words
Required: Bibliography, online submission, evidence of drafting and editing
(((other details required by rules)))
Research and write an essay in response to one of the following questions
1. T- Evaluate the causes of the French Revolution.
2. T-Was Louis XVI an incompetent king?
3. A- Was Marie Antoinette’s greediness a major cause of the French Revolution?
4. A- Critically analyse the role the sans culottes had in the French Revolution.
Task Two – Class Debate
You will be placed in teams to debate the following topic using standard debating rules practiced in class (see attached guide).
6-8 minutes speeches, three to a team, hand in a team bibliography
((Other details by the rules))
You will be assigned one of the following topics:
1. The French Revolution was good for the people of France.
2. Napoleon was the best general in European history.
3. The Declaration of the Rights of Man was a sexist document.
4. Louis XIV could have prevented the Revolution.
Task Three- Creative Response and Rationale
Piece 800 words
Rationale 400 words
Required- Bibliography
((Other details by the rules))
You will undertake one of the following creative tasks. You will footnote your creative work with you research to justify your ideas and interpretations. In your rationale, explain your creative choices and connect them to historical events, places and people.
1. Write a short story set in revolutionary France that explains the perspective of a particular social class.
2. Write a movie script for a short film which illustrates life in Revolutionary France for a noble person.
3. Write a monologue as a member of the Estates-General explaining your views on the Tennis Court Oath.
4. Write an Epic Rap Battle in History between Robespierre and Oliver Cromwell.
Learning and Assessment Ideas
Try searching the Irish curriculum site for ideas for scope and sequences, studies, resources and assessment. They also have work in Irish Gaelic if you would like an extra challenge.
