Last session we looked at the assessment tasks for this semester. Did everyone receive a copy of the hints for the major assessment task?
We also investigated Backward Design. Has anyone started the major assignment using this process? If so what outcomes are you going to address?
In this workshop we will be looking at Rich assessment Tasks and Multiple Intelligences. You will also have the opportunity to create a podcast and contribute to wikipedia.
Survey quotes:
How do you rate the workshops overall (so far)?
"Need better connectivity to Macs for faster completion of class exercises"
"We are wasting a bit too much time on computers that end up not working"
What is your opinion concerning the setting of homework, at university level, that is not outlined in the unit assessment criteria?
"I think if it serves a learning purpose and it isn't too demanding in terms of time, then it is fine. Some people seem a bit fussy about what is or isn't on the course outline etc - are they worried that if they put in some extra effort they might learn something extra? Imagine how bad it would be if we actually learned more than was outlined at the start of the semester! We might end up being better than average teachers - terrible!"
"i think university students should be mature enough to do the required amount of work by them self."
"no homework, please! i'm already full of study"
"it could have been outlined more clearer, when the assignments have to be due so we have a clear indication."
Warm up ( 2 min )
If A = {2, 4, 6, 8, 10, 12, 14, 16, 18, 20},
B = {3, 6, 9, 12, 15, 18} and
C = {4, 8, 12, 16, 20}, find:
(a) A ∪ B
(b) B ∩ C
(c) A \ C
Learning Activities
1. Designing and Assessing Rich Assessment Tasks (60 min)
Task 4: Creating and Contributing
2. Multiple Intelligences (30 min)
Task 1: Understanding the term Rich Assessment Task?
- Handout 1: Y Chart Rich
- Handout 2: A to Z Assessment
Task 2: Designing RAT's
The Design Rationale
- Design question 1: Is the purpose of the task assessment FOR, AS or OF learning?
- Design question 2: Which domains, dimensions, standards and levels did the teaching and learning program focus on?
- Design question 3: Which domains, dimensions, standards and levels will this assessment task focus on?
- Design question 4: What specific knowledge, skills and behaviours will this task focus on?
- Design question 5: How will I design the task? What will be the task’s key features?
- Design question 6: What key features of student performance am I expecting to see? What evidence am I looking for?
Task 3: Evaluating RAT's
- Handout 3: Analyse the selection of RAT's on your table and try and place them along the scale shown below
Task 4: Creating and Contributing
- Handout 4: Changing Proxies and Podcast
- Create a Podcast that could be used to inform others about Rich Assessment Tasks. RAT Podcast
- Contribute to Wikipedia to produce a document that best informs others about Rich Assessment Tasks. Wiki Podcast
BREAK for 5 minutes
Task 1: Understanding & Analysing
- Handout 5: Silent Card Shuffle. Order the text according to MI's, abilities, skills and occupations.
- On the sheet of paper provided write your name and what you think your dominant MI is.
- Use the link below and investigate what MI you have
- Useful ? Discuss..
Time for any remaining questions and review of todays workshop.
Professional reading for next week
More on MI as well as designing units across the 'strands' in VCE.
Use this Multiple Intelligence link and the VCAA website to think about how these 2 areas could be combined.
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