Provision of Levels of Thinking

Assessment instruments should allow students to demonstrate a range of thinking levels. To demonstrate  an "A" grade response , assessment task design needs to allow students to demonstrate their understanding at an A level as per the Achievement Standards for that course and year level. We also need to consider how will D or E grade students be able to engage with the assessment task. Are there provisions within the instrument for students of all ability levels to demonstrate their understanding?

Providing assessment that assesses a range of thinking levels allows students access to the assessment task as well as the opportunity to develop and extend their thinking.  Using assessment tasks that have a range of thinking levels, from low to high, will allow for a spread of results. In addition, having a range of assessment tasks types  will allow students to demonstrate different thinking levels, skills and abilities and difference assessment tools, such as group work, oral tests or debates can help to improve their learning (Murrillo & Hildago, 2017).  The achievement standards provide guidance on the type and volume of higher order thinking that is required by a course, for example, familiar and unfamiliar problems in Mathematics. 

All assessment tasks in the ACT are based on Achievement Standards which cater for the needs of diverse learners. Rubrics which are developed for each task are specific and should use the verbs from the theoretical framework to define levels of achievement (Griffin, 2018). 

When designing assessment tasks it is important to take into account the cohort of the students undertaking a unit.  A significant portion of an assessment should be designed with the abilities of your cohort in mind whilst also providing opportunities for students to demonstrate their learning across the full A to E range of the Achievement Standards. 

Evaluating Provision of Levels of Thinking of an Assessment Instrument: 

Have I catered for a range of ability by providing opportunities for a range of responses and thinking levels, using the necessary cognitive verbs?

1.       Outstanding Levels of Thinking

o  Comprehensive assessment tasks are designed that allow students to engage at progressively higher cognitive demands. Students are supported through a range of thinking levels and verbs clearly articulate cognitive requirements using a theoretical framework (such as Bloom or SOLO taxonomy) to underpin the thinking involved.

o   The suite of assessments demonstrates that there are high expectations for all learners at all levels of learning and opportunities for extending all learners are strategically planned for.

o   Higher order thinking skills such as creativity, problem solving, abstract thinking, and synthesis of ideas across concepts and domains are included and assessed in all tasks.

o   The suite of assessment tasks is flexible and varied, strategically utilising a range of assessment modes.

2.       High Levels of Thinking

o   Clear assessment tasks are designed that allow students to engage at progressively higher cognitive demands. Students are presented with a range of thinking levels and verbs articulate cognitive requirements using a theoretical framework (such as Bloom or SOLO taxonomy) to underpin the thinking involved.

o   The suite of assessments demonstrates that there are expectations for all learners at all levels of learning and opportunities for extending all learners are planned for.

o   Higher order thinking skills such as creativity, problem solving, abstract thinking, and synthesis of ideas across concepts and domains are included and assessed in tasks.

o   The suite of assessment tasks is flexible and varied, covering a range of assessment modes.

3.       Satisfactory Levels of Thinking

o   Assessment tasks are designed around the thinking progression of the Achievement Standard. Students are presented with a range of thinking levels and verbs articulate cognitive requirements.

o   The suite of assessments demonstrates that there are some expectations for most learners to extend their thinking at all levels of learning.

o   Questions allow for application of knowledge, understanding and skills and opportunity to demonstrate higher order thinking skills within the learning domain.

o   Assessment demonstrates some assessment modes.

4.       Minimal Levels of Thinking

o   Assessment tasks are limited for the top students who are unable to show the extent of their thinking.

o   The suite of assessments demonstrates that there are minimal expectations for learners to extend their thinking.

o   Questions are restricted and narrow in conception with minimal opportunity for the student to demonstrate higher order thinking skills or application of knowledge, understanding and skills.

o   Assessment is generally in one mode with some small changes to make each task different.

5.       No Levels of Thinking

o   Assessment tasks are one dimensional and do not encourage a range of thinking levels.

o   The suite of assessments demonstrates that there are no expectations for learners to extend their thinking.

o   Assessment is in one mode only.