Student Learning

Multi Domain Assessment Tasks - Reckless Earth

Level 6 Geography, Personal Learning

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

Students investigate the impact of a geological disaster (earthquakes, volcanoes or tsunamis) on a population. In groups they follow an inquiry–based approach and use a variety of resources to research five key questions. They present their information to the class using a mode of presentation of their choice.

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 Plate Tectonics and the impact of a geological disaster on a population.

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

Purpose
Focus domains, dimensions, standards and levels in the teaching and learning program
Level 6 Geography – Geographic knowledge and understanding
Level 6 Personal Learning – Managing personal learning
Level 6 Communication – Presenting

Reflection
Prior to completing this task students have been participating in a unit of work on Plate Tectonics in the classroom. They have had the opportunity to gain an understanding of the following aspects of the topic including:

  • Structure of the earth and its layers
  • Movement of the earth’s major plates over time
  • Formation of mountains
  • Location of major earthquakes and volcanoes and how they are formed.

They have also completed mapping skills including location maps and overlays, and how to interpret information on different types of maps, tables and graphs.

We have also completed in class a case study on the impact of a geological disaster on a population, including a comparison of hazards and disasters.

Students have had experience with using different forms, including ICT for communicating ideas and knowledge in the past.

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

Purpose Reflection
Level 6 Geography
Geographic knowledge and understanding 		This assessment task is designed to be undertaken by a Year 9. 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, above and below.
Level 6 Personal learning
Managing personal learning

In terms of personal learning, I would like to assess students’ ability to:

  • Develop SMART* goals and work with the teacher to set plans to achieve them.
    *Specific, Measurable, Achievable, Realistic, Time–framed.
  • Manage their time and resources to complete tasks on time by staggering start and finish times to manage a number of tasks over time.
  • Monitor and evaluate how well they completed the task. In addition, monitor their use of time and resources, and the success of the end product and strategies for improvement to implement through future goal
  • Stay on task and play their part in the development of a positive learning environment by following classroom and school policies.
Level 6 Communication
Presenting

In terms of communication, I would like to assess students’ ability to:

  • Select relevant resources; organise their information, ideas and opinions into a coherent structure; select the most appropriate mode of presentation to suit purpose and audience and their learning style.
  • Reflect and give and receive helpful ideas for improving future communication and presentations.

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

Purpose
Level 6 Geography – Geographic Knowledge and understanding

  • students investigate a geological disaster in groups of 2–3
  • students follow an inquiry based approach and use a variety of resources to research five key questions they generate within their group
  • students’ questions on the geological disaster need to relate to three different aspects:
  • spatial concepts including: location, distance and distribution
  • why did it occur and what was the impact on the population?
  • managing the disaster and what ought to be done in the future?
  • students need to use appropriate labelled maps, diagrams, pictures and data.

Level 6 Personal Learning – Managing personal learning

  • students develop a timeline and set short–term goals to manage and prioritise their tasks
  • students monitor their progress at the end of each session and complete a reflective journal
  • students complete their tasks on time.

Level 6 Communication – Presenting

  • students select within the group which mode of presentation they will use to suit the purpose and audience
  • students will provide constructive feedback to others and use feedback and reflection in order to inform their future presentation.

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 Plate Tectonics during previous lessons. We have spent some time discussing how their knowledge of Plate Tectonics and geological disasters can become evident in their questions and presentations. I will make sure that students who find this difficult have the benefit of my feedback when framing their questions and choosing their mode of presentation. Many students enjoy using ICT to communicate their findings and I will ensure that they have access to computers when required.

Students complete a brainstorm and summary sheet for me to ascertain their current knowledge of earthquakes, volcanoes and tsunamis. I will emphasize the importance of the timeline they set up and the need for reflection at the end of each session so they know what they have achieved and what they need to do to complete the final product.

My class has students with a range of abilities and learning preference styles so by giving them a choice of mode of presentation the task can be fair to all.

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

Purpose

  • students can work in groups of 2–3 or individually
  • students or groups choose a geological disaster to investigate and the mode of presentation for example, webpage, PowerPoint, easiteach (Interactive White Board), Annotated Visual Display (AVD), game (board or electronic), quiz, role play, documentary or current affairs presentation which could be on video, a model to accompany a presentation or a newspaper report
  • students decide on five key questions which must cover the three main aspects:
    • spatial concepts including, location, distance and distribution.
    • why did it occur and what was the impact on the population?
    • managing the disaster and what ought to be done in the future?
  • students working in groups are to allocate tasks and prepare their individual timeline chart or table
  • each student or group is to present their findings to the class and submit their individual timeline chart or table, bibliography and reflective journal
  • students also complete some peer assessment sheets while the presentations are being delivered in class.

Reflection
Most, if not all, students will be working in groups of 2–3 students, but some may choose to work individually.

This task will mainly be completed in class, however, depending on the mode of presentation, some may need to be done at home eg videotaping.

I have allocated four to five classes, based on 90 minute lessons and probably two classes for presentations to the class and completion of peer assessment sheets.

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

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. 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.

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

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
Explanation of the operation of plate tectonics in relation to a specific geological disaster

Criteria or rubric

  At the level  
Student’s explanation of the operation of plate tectonics in relation to a specific geological disaster was limited Student’s explanation of the operation of plate tectonics in relation to a specific geological disaster was accurate with some detail Student’s explanation of the operation of plate tectonics in relation to a specific geological disaster was accurate and detailed

Key features and evidence
Explanation of the impact of the geological disaster on a population

Criteria or rubric

  At the level  
Student’s explanation of the impact of the geological disaster on a population was limited Student’s explanation of the impact of the geological disaster on a population was accurate with some detail Student’s explanation of the impact of the geological disaster on a population was accurate and detailed

Key features and evidence
Explanation of how the disaster was managed and what ought to be done in the future

Criteria or rubric

  At the level  
Student’s explanation of how the disaster was managed and what ought to be done in the future was limited Student’s explanation of how the disaster was managed and what ought to be done in the future was accurate with some detail Student’s explanation of how the disaster was managed and what ought to be done in the future was accurate and detailed

Standard
Personal Learning – Managing personal learning
At Level 6, students initiate personal short–term and long–term learning goals and negotiate appropriate courses of action to achieve them. Students allocate appropriate time and identify and utilise appropriate resources to manage competing priorities and complete tasks, including learner–directed projects, within set timeframes. They initiate and negotiate a range of independent activities with their teachers, providing progress and summary reports for teachers and stakeholders. They monitor and evaluate the effectiveness of their task and resource management skills, reflecting on their progress and suggesting and implementing appropriate management strategies for improvement. They take responsibility for their learning environments, both at school and at home, anticipating the consequences of their actions. They demonstrate control of impulses and mood modulation. Students review and modify the criteria they use to check that their work is relevant, accurate and meets task objectives and make appropriate changes to completed tasks using these criteria. They identify and refine the strategies they use to study, organise and revise their work, both at school and at home.

Key features and evidence
Use of chart or table to set and monitor learning goals

Criteria or rubric

  At the level  
Creates an incomplete chart or table which shows an awareness of some of the steps involved in the completion of the task and the likely time needed to complete those steps Creates a chart or table which incorporates all of the steps necessary to the completion of the task and makes an estimate of the likely time needed to complete those steps Creates a detailed chart or table with a realistic appraisal of the time needed to complete each step. Builds in time for review of the finished report

Key features and evidence
Ability to stay on task and play a part in the development of a positive learning environment by following classroom and school policies

Criteria or rubric

  At the level  
Student sometimes demonstrated good work habits and cooperative learning skills Student generally demonstrated good work habits and cooperative learning skills Student consistently demonstrated good work habits and cooperative learning skills

Key features and evidence
Ability to complete reflective journal entries and inform their learning

Criteria or rubric

  At the level  
Student did not complete much of their reflective journal entries which limited their ability to inform their learning Student completed most of their reflective journal entries in some detail which enabled them to inform their learning Student completed their reflective journal entries in detail and was able to accurately inform their learning

Standard
Communication – Producing
At Level 6, students demonstrate their understanding of the relationship between form, content and mode, and select suitable resources and technologies to effectively communicate. They use subject–specific language and conventions in accordance with the purpose of their presentation to communicate complex information. They provide constructive feedback to others and use feedback and reflection in order to inform their future presentations.

Key features and evidence
Ability to select relevant resources and technologies to effectively communicate

Criteria or rubric

  At the level  
Student only selected a limited number and range of resources and technologies to effectively communicate Student selected quite a range of resources and technologies to effectively communicate Student selected an extensive range of resources and technologies to effectively communicate

Key features and evidence
Ability to use subject–specific language and conventions in the presentation

Criteria or rubric

  At the level  
Student rarely used geographic language and conventions in the presentation to articulate their understanding Student generally used geographic language and conventions in the presentation to articulate their understanding Student always used geographic language and conventions in the presentation to articulate their understanding

Key features and evidence
Ability to accurately identify strengths and weaknesses in a number of the presentations.

Criteria or rubric

  At the level  
Student was able to accurately identify strengths and weaknesses in some of the presentations. Offered relevant advice on improving future presentations Student was able to accurately identify significant strengths and weaknesses in some of the presentations and offered relevant and useful advice on improving future presentations Student was able to accurately identify significant strengths and weaknesses in each of the presentations and offered relevant and useful advice on improving future presentations

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 task was based on sound design principles and guidelines. Detailed information on this design process can be found on the Multi domain assessment tasks page.