Multi Domain Assessment Tasks - Mind and Body Population and HIV/AIDS

Level 6 Geography, Thinking Processes, Interpersonal Development

This multi domain task and other presented in this section were developed by teachers for teachers.

Students investigate the impact of HIV and AIDS on population in Sub–Saharan Africa. In small groups they will collect information and data, using a variety of resources, on their assigned Sub–Saharan African country. They will go through each stage of De Bono’s Six Thinking Hats to evaluate and formulate strategies to help prevent the spread of HIV and AIDS and make conclusions. They will display the information electronically and present it to the class.

Design guidelines

Design question 1: Is the purpose of the task assessment FOR, AS or OF learning?

Purpose
Purpose: Assessment OF and FOR learning

Reflection
The purpose of this task is assessment of and for learning as it will provide me with information about student knowledge, skills and behaviours. This will enable me to decide what further work needs to be done with the students to increase their understanding of HIV and AIDS and its impact in a country in Sub–Saharan Africa and the stages of De Bono’s Six Thinking Hats

Design question 2: Which domains, dimensions, standards and levels did the learning and teaching program focus on?

Purpose	Reflection
Focus domains, dimensions, standards and levels in the teaching and learning program
Level 6 Geography Geographic knowledge and understanding	Prior to completing this task students have been participating in a Population Studies unit of work in the classroom. They have had the opportunity to gain an understanding of some of the definitions associated with Population Studies including Density, Spread and Factors which affect population. They have also completed mapping skills including chloropleth maps and overlays, and graphing skills, including population pyramids, pie and bar graphs. We have also completed in class a case study on the impact of HIV and AIDS on population, including looking at epidemics or pandemic
Level 6 Thinking Processes Reasoning, processing and enquiry Creativity Level 6 Interpersonal Development Working in teams	Students are also familiar with using De Bono’s Six Thinking Hats. Students have also had a number of opportunities to practise synthesising information from a number of different sources.

Design question 3: Which domains, dimensions, standards and levels will this assessment task focus on?

Purpose	Reflection
Focus domains, dimensions and levels of the assessment task Level 6 Geography Geographic knowledge and understanding	This assessment task is designed to be undertaken by a Year 9 class later in the year. I have some students in the class who are working towards the Level 6 standard, but some who are not. I need to provide opportunities for them to demonstrate their knowledge, skills and behaviour in relation to Level 6 and progression points above and below.
Level 6 Thinking Processes Reasoning, processing and enquiry Creativity	In terms of thinking processes, I would like to assess students’ ability to: categorise and analyse information based on data collected be creative and original with a new innovative strategy be able to draw conclusions and make reasoned predictions about the future.
Level 6 Interpersonal Development Working in teams	In terms of working in teams, I would like to assess students’ ability to: take on specific tasks within the group and complete these effectively complete the tasks within a set timeline.

Design question 4: What specific knowledge, skills and behaviours will this task focus on?

Purpose
Level 6 Geography – Geographic Knowledge and understanding

• researching and describing the impact of HIV and AIDS in Sub–Saharan Africa
• using maps and graphs to identify factors which contribute to the spread of HIV and AIDS
• evaluating current policies being used to tackle the HIV and AIDS epidemic in their country
• building on and improving a current policy or creating a new policy to help prevent the spread of HIV and AIDS in their country.

Level 6 Thinking Processes – Reasoning, processing and enquiry

• using a range of resources to locate information about HIV and AIDS in their country
• evaluating the strengths and weaknesses of current policies
• displaying information coherently and sharing with other students.

Level 6 Thinking Processes – Creativity

• using the Six Thinking Hats strategy to develop an innovative way of preventing the spread of HIV and AIDS in their country

Level 6 Interpersonal Development – Working in teams

• working in small groups (2–3) and locating and evaluating information, and formulating an innovative new policy to prevent the spread of HIV and AIDS
• taking on specific roles within the group and contributing equally in the evaluation, formulation and presentation stages.

Reflection
As part of my program planning I have unpacked the standards to identify the underpinning knowledge, skills and behaviours students will need to develop. Having identified the specific aspects of the standards on which this task will focus, I found it relatively straightforward to identify the underpinning knowledge, skills and behaviours.

In order to decide what I am looking for as part of student performance, I need to be very clear about the knowledge, skills and behaviours that the task will focus on. I will communicate these to my students in the task outline and assessment criteria which I will give to them at the commencement of the task

All students have had the opportunity to gain an understanding of Population Studies during previous lessons.

I could make a notice board available to display student work.

I would organise parts of the class work to be done in small groups to encourage positive and collaborative team work.

Design question 5: What will be the key features of the task?

Purpose

• students go through each stage of De Bono’s Six Thinking Hats to evaluate and formulate strategies to help prevent the spread of HIV and AIDS
• students work in small groups and collect information on their assigned Sub–Saharan African country. This information includes general country data, population statistics and information specifically relating to HIV and AIDS and its impact. At least one map, a population pyramid and other relevant graphs must be included. To help locate information students have a research guide and a series of suggested web sites. This part of the task relates to the White Hat thinking – factual thinking
• students complete the White Hat Stage in groups and then collate ideas and information on Red, Yellow and Black Hat thinking. Graphs may be used to support ideas. This includes the evaluation of current strategies being used. These may form the basis of future Green Hat thinking
• students use the Green Hat to think creatively to formulate a new, innovative strategy for preventing the spread of HIV and AIDS. The group identifies the target audience of this strategy which could include students, young adults, males, females etc.
• students make conclusions based on the information collected and make predictions on the future impact of the spread of HIV and AIDS. This is the Blue Hat stage.

All Six Thinking Hats information is displayed electronically and presented to the class. All groups must include relevant maps, graphs and images in the form of pictures and photos to support their presentation.

Students are aware of the time constraints and the task requirements. This includes the due date, length, audience, purpose, criteria for assessment and use of ICT to complete the presentation.

Reflection
This task can largely be completed in class.

I have allocated 6–8 classes based on 48 minute lessons.

Students will be working in groups of 2–3 students.

I have been explicit about the requirements of the task. Students will be issued with a Task Sheet (PDF - 24Kb) and I will share the rubric and assessment criteria with them so that they are fully aware of the assessment process.

The following resources will be required:

• research guide
• bibliography guide
• group work log
• criteria rubric
• access to computers and internet
• maps – electronic or scanned
• pens and pencils.

I will also make available samples of student work from previous occasions, so that they can consult these if necessary.

In allocating students to groups or teams, I have taken into account the range of abilities in the class, and the range of possible forms with which students can support their presentations, allowing students to have leeway for individual preferences and skills.

Individual students must provide evidence of their contribution, including notes, bibliography and the definition of their task within the group, as well as taking an active role in the presentation.

Students can take responsibility for their learning by allocating appropriate time and identify and utilise appropriate resources to manage competing priorities to complete tasks.

Design question 6: What key features of student performance am I expecting to see? What evidence am I looking for?

Standard
Interpersonal Development – Working in Teams
At Level 6, students work collaboratively, negotiate roles and delegate tasks to complete complex tasks in teams. Working with the strengths of a team they achieve agreed goals within set timeframes. Students describe how they respect and build on the ideas and opinions of team members and clearly articulate or record their reflections on the effectiveness of learning in a team. They develop and implement strategies for improving their contributions to achieving the team goals.

Key features and evidence
Took on specific tasks within the group and completed these effectively

Criteria or rubric

	At the level
Student was reluctant to take on tasks and relied heavily on other group members	Student took on tasks readily and completed these with some direction from other group members	Student took on leadership role, readily took on some tasks and completed these effectively

Key features and evidence
Completed work by the deadline.

Criteria or rubric

	At the level
Assigned tasks not completed by due date	Assigned tasks mostly completed by due date	Assigned tasks completed in entirety by due date

Standard
Geography – Geographical knowledge and understanding
At Level 6, students explain the operation of a major natural system and its interaction with human activities. They evaluate the consequences of the interaction and develop a policy to address an issue related to it. Students describe global patterns of development from a range of perspectives and identify and describe the factors that determine these patterns. They analyse development issues and formulate and evaluate comprehensive policies, including those for sustainable use and management of resources, to alter development patterns at a range of scales. They use evidence based on their inquiries and geographical language and concepts.

Key features and evidence
All six thinking hats and the research guide questions have been addressed.

Criteria or rubric

	At the level
Student addressed some thinking hats and research guide questions	Student addressed most thinking hats and research guide questions with some justifications and explanations	Student addressed all thinking hats and research guide questions with detailed justifications and explanations

Key features and evidence
New, innovative strategy is well thought out and detailed, including description of audience.

Criteria or rubric

	At the level
New strategy formulated, but was limited in explanation and detail	New strategy formulated and included some explanation and description of audience	New strategy formulated and included detailed explanation and description of audience

Key features and evidence
Research Skills – used a variety of credible resources, put information into your own words.

Criteria or rubric

	At the level
Student used a limited (1–2) number of resources and did not always use their own words	Students used a number of resources (3–4) and mostly used their own words	Students used a large number of resources (5+) and always used their own words

Standard
Thinking Processes – Reasoning and processing
At Level 6, students discriminate in the way they use a variety of sources. They generate questions that explore perspectives. They process and synthesise complex information and complete activities focusing on problem solving and decision making which involve a wide range and complexity of variables and solutions. They employ appropriate methodologies for creating and verifying knowledge in different disciplines. They make informed decisions based on their analysis of various perspectives and, sometimes contradictory, information.

Key features and evidence
Mapping and Graphing – used relevant maps and graphs and population pyramids which adhere to geographic conventions and support written information.

Criteria or rubric

	At the level
Few (1–2) maps, graphs and population pyramids used, but were not always relevant and did not always adhere to conventions	Some (3–4) maps, graphs and population pyramids used, were generally relevant, supported written material and adhered to conventions	Regular (4+) maps, graphs and population pyramids used, were relevant, adhered to conventions and supported written material effectively

Standard
Thinking Processes – Creativity
At Level 6, students experiment with innovative possibilities within the parameters of a task. They take calculated risks when defining tasks and generating solutions. They apply selectively a range of creative thinking strategies to broaden their knowledge and engage with contentious, ambiguous, novel and complex ideas.

Key features and evidence
Ability to categorise analyse information based on data collected.

Criteria or rubric

	At the level
Data collected and presented but not appropriately categorised, limited or no analysis	Data collected and presented, categorised appropriately and some analysis	Data collected and presented, categorised appropriately and analysed with depth and detail

Key features and evidence
Creativity – innovative new strategy is creative and original, and overcomes identified problems.

Criteria or rubric

	At the level
New strategy based heavily on existing ones, with limited creativity and originality. Does not address or overcome problems	New strategy is based on an existing one, but goes further, is creative and has some originality. Address and overcomes problems identified	New strategy displays innovation and originality and addressed and overcomes problems identified

Key features and evidence
Ability to draw conclusions and make reasoned predictions about the future.

Criteria or rubric

	At the level
Some conclusions regarding the spread of HIV and AIDS drawn, but no predictions about the future made	Conclusions regarding the spread of HIV and AIDS drawn and explained in detail. Limited predictions made about the future	Conclusions regarding the spread of HIV and AIDS drawn and explained in detail. Predictions about the future made and justified in detailed, using data and graphs to support ideas

Reflection
I have tried to capture in the descriptors the expectations that are consistent with the relevant standards and progressions.

The process used to develop this multi domain assessment tasks was based on sound design principles and guidelines. Detailed information on this design process can be found on the Multi domain assessment tasks page.