Multi Domain Assessment Tasks - The Story of Me

English and Thinking Processes, Level 5

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

Students create a digital story which explores a particular aspect of their lives.

Design guidelines

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

Purpose
Primary purpose: Assessment OF learning

Reflection
The primary purpose of the task is assessment OF learning, but I will also inevitably gain information about student knowledge, understanding and skills which I can use to formative effect in future learning and teaching.

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 learning and teaching program	This is a school where students make extensive use of technology. The students have significant experience of ICT software such as Photo Story and Movie Maker and they have examined examples of storyboards and digital stories (www.storycenter.org). They have learnt how to write a statement of intention and how to write a narrative script prior to selecting their images and sound.
Level 5 English Writing Speaking and listening	As part of an interdisciplinary unit my students have explored who they are from both historical (family history, immigration) and scientific (genetic makeup) perspectives. They have also explored how English can help them to express feelings and opinions, which are integral to defining who they are. They have experimented with ways of using their voices effectively in digital formats, and engaged in a variety of activities designed to examine how images convey meaning as part of the text, and how values and beliefs are conveyed in texts.
Level 5 Thinking Processes Reflection, evaluation and metacognition	As part of the class work, students have had experience using a range of thinking tools and strategies, for example, concept mapping, Plus Minus Interesting, Other People’s Views, Key Values Involved, Alternatives Possibilities Choices and I think they’re reasonably competent at being able to select the appropriate thinking tool for a given purpose.

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

Purpose
Focus domains, dimensions and levels of the assessment task
Level 5 English - Writing
Levels 5 and 6 Thinking Processes - Reasoning, processing and inquiry

Reflection
With this task I want to assess my students’ ability to produce, review and edit a text in electronic form so the focus will be on Level 5 Writing. I would also like to assess the thinking involved in the planning and evaluation of the process, so the task will also focus on Level 5 Thinking Processes.

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

Purpose

• Knowledge and understanding of the structures and features of an electronic text
• Ability to plan an electronic text, including a storyboard and a narrative script, using a selected thinking tool to assist with this process
• Ability to create an electronic text using appropriate sound and images and a fluent and effective voice-over narrative in order to communicate their ideas and understanding to a specific audience
• Ability to review and edit an electronic text and evaluate the process involved in its creation, using an appropriate thinking tool to assist with this process.

Reflection
Examining the standards to identify the underlying knowledge, skills and understandings helped me to design my learning and teaching program, and enables me to focus on what the assessment task is actually assessing.

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

Purpose
This is an individual task.
Students will write a statement of intention which includes a question about a particular aspect of their lives. This question will be the focus of their digital story.

As part of their planning they will:

• select and use an appropriate thinking tool to help them explore the question
• create a storyboard
• write a narrative script, and
• source and select appropriate still or moving images to support their script.

They will then use software such as Photo Story and Movie Maker to create the digital story.
After reviewing and editing the story, students use an appropriate thinking tool to reflect on the effectiveness of the process.

Students submit the completed thinking tools, storyboard, script and digital story for assessment.

Reflection
Although this is an individual task, it is expected that the students will work together to solve problems related to the program they are using; for example, how to merge sound, how to merge or move images.

The rubric (PDF - 35Kb) for ‘The Story of Me’ will form the basis of feedback to the students on the quality of their performance on this assessment task and so will be part of assessment for learning. I have made arrangements for the students to have computer access.

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

Standard
English - Writing
At Level 5, students produce, in print and electronic forms, texts for a variety of purposes, including speculating, hypothesising, persuading and reflecting. They write extended narratives or scripts with attention to characterisation, consistency of viewpoint and development of a resolution. They write arguments that state and justify a personal viewpoint; reports incorporating challenging themes and issues. They edit their writing for clarity, coherence and consistency of style, and proofread and correct spelling, punctuation and grammatical errors.

Key features and evidence
Plans for an electronic text by designing a general question to explore, locating information and images, creating a storyboard and a narrative script. Uses a thinking tool to assist in this process.

Criteria or rubric

	At the Level
Designs a general question which does not allow for a clearly focused approach. (PP4.75)	Designs an appropriate focus question which concentrates the story on a particular aspect of their life.	Designs a significant question which narrows the focus of their story to a challenging aspect of their identity. (PP 5.5)
	At the Level
Selects a thinking tool to assist in planning	Selects and uses an appropriate thinking tool to assist in planning the story	Selects and uses a thinking tool which is very effective in helping to plan the story
	At the Level
Locates information and images which are not always relevant	Locates and selects relevant information, including images and sounds, to use in the story	Locates and judiciously selects sources which enhance the response to the topic question

Key features and evidence
Creates an electronic text which makes use of sound, words and images to communicate ideas and understandings about an aspect of the student’s life to a selected audience.

Criteria or rubric

	At the Level
With assistance, creates a storyboard that makes some use of multimodal elements. (PP4.75)	Creates a storyboard which clearly articulates the combination of multimodal elements such as sound, words and images	Creates a storyboard which skilfully synthesises multimodal elements and develops complex connections (PP 5.5)
	At the Level
Writes a narrative script in which the viewpoint is not always focused, but which makes an attempt to communicate personal information (PP 4.75)	Writes a narrative script which presents a clear, focused viewpoint, and communicates personal ideas, beliefs and values	Writes a narrative script which offers a well-developed and clear focus and viewpoint, and communicates significant personal ideas, beliefs and values (PP 5.5)

Standard
Thinking processes - Reflection, evaluation and metacognition
At Level 5, students explain the purpose of a range of thinking tools and use them in appropriate contexts. They use specific language to describe their thinking and reflect on their thinking processes during their investigations. They modify and evaluate their thinking strategies. They describe and explain changes that may occur in their ideas and beliefs over time.

Key features and evidence
Reviews and edits the electronic text and uses a thinking tool to reflect on the process and evaluate learning and performance.

Criteria or rubric

	At the Level
Creates an electronic text which makes use of sound, words and images. (PP 4.75)	Creates an effective electronic text which makes use of appropriate sound, words and images to communicate ideas and understandings to a specific audience.	Creates an extremely effective electronic text which makes complex use of the interplay between multimodal elements to communicate significant understandings to a specific audience. (PP 5.5)
	At the Level
Uses voice to some effect in the voice-over narrative. (PP 4.75)	Uses voice effectively and fluently in the voice-over narrative, making appropriate use of pitch, volume, pauses and intonation	Uses voice in the narrative voice-over in an engaging, dynamic and highly effective manner (PP 5.5)
	At the Level
Reviews and edits some aspects of the electronic text (PP 4.75)	Reviews and edits all aspects of the electronic text during the process of creation to ensure use of accurate English, both spoken and written, and effective use of sound and presentation of images	The polished nature of the finished digital story indicates great care has been taken in reviewing and editing not only the technical aspects of the story, but also its intended effect on the specified audience (PP 5.5)
	At the Level
Uses a thinking tool to reflect on the process and evaluate learning and performance	Selects and uses an appropriate thinking tool to reflect on the process and to evaluate learning and performance	Selects and uses a highly appropriate thinking tool to show an ability to engage in considered reflection and significant evaluation

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.