Multi Domain Assessment Tasks - Understanding Weather

Mathematics, Thinking Processes, Level 5

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

Students produce a structured written report based on analysis and interpretation of data related to weather patterns in a number of selected cities.

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 this assessment task is assessment of learning. I want to know what knowledge, understanding and skills my students have as a result of the learning and teaching program.

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
Level 5 Mathematics Measurement, chance and data	Class work in maths has focused on a variety of activities examining the features and forms of graphs and tables. Students have analysed the data represented in graphs and tables in a number of different contexts and created their own graphs and tables from supplied information They have learnt how to calculate averages and understand what is meant by a range, made predictions based on the provided data, and attempted to justify those predictions. We have made a point of developing a technical language to use when talking about graphs.
Level 5 Thinking Processes Reasoning, processing and inquiry	I have encouraged students to use a variety of thinking tools in order to make their mathematical thinking visible. These help them to find patterns and understand relationships, and to analyse, extract and interpret information.

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 5 Mathematics Measurement, chance and data Level 5 Thinking Processes Reasoning, processing and inquiry	I want to be certain that students are capable of transferring to another context the knowledge, understanding and skills which have been the focus of our class work. The assessment task I have designed will therefore focus on Mathematics and Thinking Processes at Level 5 in a context not previously covered in the classroom activities.
Level 5 Personal Learning Managing personal learning	In addition, because I am keen to assess the students’ ability to manage their own personal learning timeframes, I will also take advantage of this opportunity to assess Personal Learning. They have already had experience of Gantt charts and I will ask them to use that tool again.

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

Level 5 Mathematics – Measurement, chance and data

• knowledge including recognition of the different types of graphs (bar, pie, line)
• understanding how to read graphs and data tables
• understanding how to calculate averages and ranges
• ability to create graphs and data tables of different types
• ability to calculate averages and ranges.

Level 5 Thinking Processes – Reasoning, processing and inquiry

• ability to use appropriate strategies and thinking tools to analyse data in order to explain weather patterns in various cities
• ability to analyse collected data in order to make and explain predictions.

Reflection
I have examined the standards to identify the underpinning knowledge, skills and understandings students would need to demonstrate in order to meet the standards.

This underpinning knowledge, skills and understandings will form the criteria for assessment, which will feature on the rubric.

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

Purpose
Students individually produce a structured written report which includes:

• a temperature table
• graphs
• answers to questions
• maximum and minimum temperature graphs
• calculation of averages
• calculation of ranges
• location of cities on a world map
• analysis of data questions
• prediction of temperature and justification of prediction.

In addition they prepare a Gantt chart (Word - 38Kb) to manage the time they will spend on this task, and monitor and evaluate the outcome.

Reflection
I have prepared a Student Task Sheet (PDF - 34Kb) which clearly sets out the structure of the written report and the requirements to be met by the students. I will share the criteria for assessment (PDF - 34Kb) with my students before they begin the task so that they are certain about my expectations and what I am looking for in their presentations. They can use the criteria as a kind of checklist as they are preparing their presentation to make sure they are covering all aspects of the task.

The rubric 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. The rubric will also enable me to identify those understandings and skills that require further development in some students and I will be able to take that information into account when planning future learning and teaching programs.

As they work their way through the assessment task, the students will be able to check their progress against the rubric, thus engaging in Assessment as Learning.

I anticipate that they should be able to complete this task in six periods (one hour each). If students wish they can use the computers to create their graphs, but I will make this optional.

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

Standard
Mathematics
At Level 5, students organise, tabulate and display discrete and continuous data. They represent uni-variate data in appropriate graphic form. They calculate summary statistics and spread and make simple inference based on this data.

Part of measurement, chance and data standard statement for level 5.

Key features and evidence
Knowledge and understanding of how to read graphs and data tables.

Criteria or rubric

	At the level
Requires assistance to use the data in order to provide answers to the questions	Provides accurate answers to most of the questions	Provides accurate answers to all of the questions and justifies answers by referring to data in the relevant graph or table

Key features and evidence
Ability to create graphs and data tables

	At the level
Constructs graphs and tables with assistance, or constructs graphs and tables with minimal or inaccurate labelling	Creates all the nominated types of graphs and tables, provides labels and enters data accurately	Creates all the nominated types of graphs and tables, labels all aspects neatly and accurately and enters data accurately and clearly

Key features and evidence
Ability to calculate averages and ranges.

Criteria or rubric

	At the level
Has some difficulty calculating averages and ranges for each city. Has as shown limited or no working out	Has accurately calculated most averages and ranges for each city and has justified answers by showing most working out	Has accurately calculated all averages and ranges for each city and has justified answers by showing all working out

Standard
Thinking Processes – Reasoning, processing and inquiry
At Level 5, students use a range of question types, and locate and select relevant information from varied sources when undertaking investigations. When identifying and synthesising relevant information, they use a range of appropriate strategies of reasoning and analysis to evaluate evidence and consider their own and others’ points of view. They use a range of discipline-based methodologies. They complete problem solving and decision making activities which involve an increasing number of variables and solutions.

Key features and evidence
Ability to use appropriate strategies and thinking tools to analyse data in order to explain weather patterns in various cities.

Criteria or rubric

	At the level
Explains one possible reason for the difference in temperature from city to city. With assistance, analyses the range of temperatures in a city	Provides several satisfactory reasons for differences in temperature from city to city and analyses the range of temperatures in a city, referring to most of the listed factors. Demonstrates effective use of a thinking tool or strategy	Explains in accurate detail a number of factors affecting temperature and effectively analyses the range of temperatures in a city with reference to all of the listed factors. Makes connections with the collected data. Demonstrates effective use of a thinking tool or strategy

Key features and evidence
Ability to analyse collected data in order to make predictions.

Criteria or rubric

	At the level
Makes predictions but does not use the collected data as the basis of those predictions	Uses the collected data appropriately to predict likely maximum and minimum temperatures for the given cities. Explains the predictions	Uses the collected data accurately and appropriately to predict likely maximum and minimum temperatures for the given cities. Provides detailed explanations for each of the predictions

Standard
Personal Learning – Managing personal learning
At Level 5, students set realistic short-term and long-term learning goals within a variety of tasks and describe their progress towards achieving these. They complete tasks within set timeframes, prioritising their available time, demonstrating motivation, and considering both their own and others’ needs when making decisions about suitable learning processes.

Key features and evidence
Ability to create a Gantt chart.

Criteria or rubric

	At the level
Creates an incomplete Gantt chart 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 Gantt Chart 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 Gantt Chart 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 review time management skills.

Criteria or rubric

	At the level
Completes most of the assessment task within the set timeframe	Completes the assessment task within the set timeframe	Completes the assessment task well within the set timeframe

	At the level
Demonstrates a limited ability to identify weaknesses and suggest strategies for improvement	Demonstrates an ability to review the process and suggests a number of appropriate strategies for improvement	Demonstrates an ability to review the process and suggests a number of highly appropriate and effective strategies for improvement

Reflection
The key features that I have identified here represent a further ‘unpacking’ of knowledge, skills and understanding which underlie the standards.

Once I have identified the key features I differentiate likely levels of student performance, which I then incorporate into my rubric.

I have tried to capture in the descriptors what I believe are the expectations that would be consistent with progress just below the standard for this level as well as progress just above. As noted earlier, the class is grouped. This range of expectations should ensure all the students in this particular group are challenged.

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.