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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 new 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.
Word and time limits 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 that are added by this section 'Additional Assessment Information for A/T/M courses".
Note:
the requirements for a student conceived investigation
the limit to the number of tasks
the requirement for varied task types over a course
the requirement for tasks to cover all Achievement Standards and Content Descriptions
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. This can include falsification of data, data science analyses, reports, essays, lab report write ups of background, methodology, results, description of results, analysis of results, conclusions and analysis of error. It can also write popular science articles, oral presentations and reflections.
Currently, attempts to develop detection software have not been successful. Any detection software results can only be suggestive, conversations with students and procedurally fair processes would have to follow. Provide in writing on tasks sheets what level of evidence from the process of writing you will expect students to produce if the work comes under question. 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.
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 in the educational measurement of thinking.
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.
Maximilian Brice, Large Hardron Collider, CERN, Wikipedia Commons
Activity 2.1
Activity 2.1
Write a paragraph on how the possibility of AI use should change previously accepted assessment practices.
Comparing things
Stock images
The Achievement Standards
The Achievement Standards
Please note:
AS reflect equivalence of achievement across subjects.
AS are not a rubric in themselves. Rubrics will be drawn from some of the AS strands suitable for the intended task. All AS will be covered over the the suite of tasks within one semester or half unit.
The Science Framework Panel wrote the Achievement Standards considering key knowledge, understand and skills required by Science 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. You will note the volume as well as the complexity of learning expected will vary.
There are different Achievement Standards (AS) for years eleven twelve. 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.
Dr Ann Jones thinking about science
ABC- catalyst Image, 2023.
Activity 2.2
Activity 2.2
Achievement Standards
What 3 tasks could be used in a semester to ensure all AS are assessed.?
What does an E student have to do to ensure that their work is not an insubstantial attempt?
What expectations are placed on students attempting the M classifications of a science course?
Activity 2.3
Activity 2.3
Curriculum Coverage
Examine this suite of tasks below:
Consider the coverage of the unit's Content Descriptions. Do the tasks indicate engagement with the required Content Descriptions?
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? Does the package raise any issues?
Write a paragraph in response.
Suite of Science Tasks for Curriculum Planning Workshop
Tasks for Interdisciplinary Science- Interdisciplinary Systems
This suite of tasks has been presented minimally. Assume that they comply with relevant BSSS and school policies.
Task One - Experiment- 30%
Group Investigation into the Properties of Saline Water
(Adapted from K Paneer, MEASUREMENT OF SALINITY BY VARIOUS EXPERIMENTAL METHODS, Florida International University)
Measuring Salinity In this laboratory we will investigate five analytical methods for determining salinity. Each group will use a different method.
Methods of salinity determination:
• Evaporation of seawater
• Conductivity of seawater
• Measurement of water density by hydrometer
• Refraction of light through seawater
• Titration of the chloride ion (CI-)
For each method you will be measuring the salinity of two samples: one known sample, whose salinity is 35º/ºº; and a sample (A) whose salinities are to be determined by you.
Conduct research into how to conduct such experiments and propose a method to the teacher at least two weeks before experiment date.
Conduct the Experiment-10%
Write up method, data collected, bibliography provided
For the Presentation- 10%
Students will present their findings as a group.
Explain the method to the class.
Discuss the strengths and weaknesses of the allocated method according to the literature
Discuss the strengths and weaknesses of the allocated method according to your experience and account for any differences
For the in-class Writing - 10%
Question is not known by students prior to writing
Consider the methods used and explain which one you would favour for testing the salinity of water if you were a field researcher measuring the saltiness of water in estuaries to investigate salt water intrusion.
Task Two - Research Essay- 30%
Answer one of the following research Essay questions in an essay of 1500 words. You will use in-text referencing and include a bibliography.
Evaluate the effects of a common marine pollutant on biodiversity, e.g. plastic, sewage, oil.
Evaluate the influence of Global Warming on the marine environment. Focus on one aspect in particular.
Task Three- Semester Examination- 40%
Answer all the following questions in at least a long paragraph. You may also sketch diagrams. Two hours
What is the role of the ocean in the carbon cycle?
Evaluate the effects of the exclusion of gill nets from a fishery.
Account for the policies which exclude the building of houses on back dunes.
Draw up the model for the La Nina/El Nino effect and critically analyse its usefulness to people affected by the it
Read the following article https://www.abc.net.au/news/science/2020-03-03/beaches-sea-level-rise-australia/12006286?nw=0 and evaluate the presentation of the science.
Learning and Assessment Ideas
Learning and Assessment Ideas
Try searching the Irish curriculum site for ideas for scope and sequences, studies and experiments and assessment. They also have Science work in Irish Gaelic if you would like an extra challenge.
Science in the Classroom is also very good.
Other jurisdictions in Australa also have helpful materials that can be used for ideas or starting points for your own tasks.
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