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The Task Type Table
The Task Type Table
The task type table guides the development of assessment tasks within a school. The tasks listed are suggestions only to prompt different ideas and thoughts.
The 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.
Tasks can combine both theoretical and practical elements.
Decisions, such as word count, are for teachers and schools to make in regard to their context, their students and the intended task. Schools will set word/time/content limits as is appropriate to the tasks and will allow students to meet the Achievement Standards.
Note there are a minimum and a maximum number of tasks for an assessment period.
Tasty treats, Stock Image
Activity 2.1
Activity 2.1
Consider the additional parameters are added by this section 'Additional Assessment Advice"
What requirements does that add?
How might tasks combine the two strands?
Considering Generative AI
There is already the requirement to have systems to maintain academic integrity- see resources here. Also 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) However, with the introduction of Generative AI, ensuring academic integrity has become more complex.
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. Make your processes and expectations clear to students in written form. Always think: 'If this was reported on the news, how would it look?'
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. Or consider how Ai might be a standard industry tool and show students how to use it well and in ways that measure their capacity against the standards.
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 and grammar 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.
Julia Child in her kitchen as photographed ©Lynn Gilbert, 1978, Cambridge, Massachusetts. Wikipedia.
Activity 2.2
Activity 2.2
Achievement Standards
Write a paragraph on each question.
Explain a choice of three tasks that allow students to achieve all the AS in a semester in your course that also meet the Task Type table and have academic integrity.
What does an E student have to do to achieve the standard?
As students are required to substantially attempt an assessment task to be graded, what would an insubstantial attempt look like in your course?
How do the M Achievement Standards provide guidance in how to assess students with a mild to moderate intellectual disability?
Activity 2.3
Activity 2.3
Examine this suite of tasks below:
Analyse these tasks using the QAG and your expertise to identify the strengths and weaknesses of these tasks.
Would the suite of tasks have allowed students to achieve all of the Achievement Standards of the Framework?
Do the questions direct students to the level of analysis required to achieve an A? What is missing? Does the package raise any issues? Write a paragraph in answer.
Do the tasks align with the intentions and content of the units in the courses?
Tasks have been adapted from SACE.
Food Studies
Food Studies
Contemporary Food
Contemporary Food
Task One 20% Research and Planning
Task One 20% Research and Planning
Purpose
To present and prepare on a platter, one innovative food item that would be suitable for holding an Ethical Afternoon Tea that showcases ethical and sustainable food products
Research current and emerging trends in morning and afternoon tea foods. Identify food products that will showcase your cooking skills and knowledge by preparing and presenting individual portions of foods suitable for an Ethical Afternoon Tea.
Action Plan
For the Action Plan, you will need to identify and discuss issues related to the selection of innovative food for afternoon tea.
An Action Plan should include:
an outline of the ethical or sustainable issue(s) discussed
decisions made about what action to take
a justification of what you intend to do, including costing
a recipe and method for making the product
The Action Plan may be presented in written, oral, or multimodal form. The action plan should be a maximum of 800 words if written or a maximum of 6 minutes for an oral presentation, or the equivalent in multimodal form.
Task Two - 20%- Practical Application and Evaluation
Task Two - 20%- Practical Application and Evaluation
Showcase your skills and knowledge by preparing and presenting individual portions of an innovative foods suitable for afternoon tea of ethical and sustainable food
In your practical application you will be addressing safe food handling practices, appropriate use of technology and demonstration of practical skills. Ensure you consider that your selection allows you to showcase current or re-emerging trends and the food is of individual portions. The Practical will be undertaken in a double lesson and final presentation will occur in this lesson or in subsequent lesson depending on your selection.
Evaluation
At the end of the practical students will write an Individual Evaluation. Students reflect on their performance in the practical activity and on the result.
Specifically you will reflect on:
· Your own performance
· Decision-making processes
· Time Management skills
· Conclusions about possible improvements.
The Individual Evaluation may be presented in written from. It should be a maximum of 400 words written under test conditions.
Task Three- 40% Creative and Collaborative Food Preparation and Presentation in a Group
Task Three- 40% Creative and Collaborative Food Preparation and Presentation in a Group
Students demonstrate their ability to participate effectively in a team, to plan and implement a sustainability promoting practical activity. Students investigate sustainable food options that are sustainable in nature and suitable for a family meal for four people and appealing to children as well. Then plan for and prepare that meal, addressing safe food handling practices, appropriate use of technology and demonstration of practical skills. Choose products that showcase as high a level of skills as you can
Collaborative Action Plan
Collaborative Action Plan
In the collaborative action plan identify and discuss issues relating to the selection of a sustainable two course meal for a family meal. It should include:
· an outline of the issues discussed
· a description of how group decisions were made about what actions to take, and how problems will be solved
· an outline of group implementation strategies for the practical application.
The issues to be considered, decisions made, and tasks allocated must be recorded as a group under supervision in class. Each group submits only one action plan. This information may be presented in an oral form. The action plan should be a maximum of 600 words for a written text or a five minute video.
Group Practical Application
Group Practical Application
Showcase skills and knowledge by preparing four serves of each course of a sustainable family meal. In your practical application you will be addressing safe food handling practices, appropriate use of technology and demonstration of a variety of practical skills. Ensure that your selection shows an understanding of family style dining, portion control and final plating to appeal to both adults and children.
Individual Evaluation Report
Individual Evaluation Report
Following the practical application, you will prepare an individual evaluation report reflecting on the process and outcomes of the group activity including:
· your own performance
· how the group made collaborative decisions
· the management skills used by the group
· the individual contributions to the group
· conclusions about possible improvements.
The evaluation report must be presented in a written form. It should be a maximum of 500 words.
Task Three 20%
Task Three 20%
Investigation written up under test conditions
Investigation written up under test conditions
Purpose
To investigate how new food products become popular.
Description of Assessment
Investigate an issue from those listed below:
Considerations in new food products becoming popular
Strategies for managing public perceptions of food products
Costs and benefits of making food healthy and sustainable
Access and analyse a variety of relevant sources, (eg text book, magazine article, electronic sources). Collect together your notes and come prepared to write a report in your double period.
Reflect on the issue and explain your decision about the issue in a conclusion using a report format.
Your report should include:
· An introduction – identify the reasons new foods become popular even if they are not good for us
· Analysis – explain how advertising, social media and taste makes some things popular and not others
· Reflection – reflect on the issue e.g. why it is not easily solved, why new products continue to be unsustainable and/or unhealthy
· Conclusion – explain your decision about how the issue could be addressed by, for example, the industry, community, government
· Referencing – use appropriate in-text referencing and submit the prepared create bibliography listing all sources.
Ideas from other Jurisdictions
Ideas from other Jurisdictions
While the courses don't line up exactly, there are often some good ideas that can be adapted.
There are good tasks ideas and exemplars on the SACE , WACE and VCE sites.
There are good examination ideas and questions in the HSC exams.
Try searching the Irish curriculum site for ideas for scope and sequences, practical studies, resources and assessment. They also have Science work in Irish Gaelic if you would like an extra challenge.
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