Multi Domain Assessment Tasks - Work in the Community

Economics, Interpersonal Development and Communication domains, Level 4

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

Students, as a group, make an oral presentation on work in the local community to an audience of peers.

Design guidelines

Design question 1: What is the purpose of the assessment?

Purpose
Primary purpose: Assessment OF learning

Reflection
Although there will be elements in the assessment task which relate both to assessment as learning (peer assessment) and assessment for learning by using the assessment information in a formative way, my main purpose 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	My class is organised in student groupings. The learning and teaching program has been designed to build on the students’ Level 3 knowledge, understandings and skills to take them to Level 4 and a little beyond.
Level 4 Economics Economic knowledge and understanding	As part of the content of the Level 4 Economics domain, we have been researching and recording information about the different types of work which can be found in the local community.
Level 4 Civics and Citizenship Civic knowledge and understanding	The Civics and Citizenship domain has also been part of our focus, especially in relation to the role of the local council in the community.
Levels 3 and 4 Thinking Processes Reasoning, processing and inquiry	Students have used the internet, local council resources and conducted interviews with members of the community to find this information, so their learning has also encompassed the domains of Thinking Processes, Information and Communications Technology (ICT) and Communication.
Levels 3 and 4 Interpersonal Development Building social relationships and Working in teams Levels 3 and 4 Communication Listening, viewing and responding, Presenting	Some of the students’ research was undertaken in teams, and so they were also working in the Interpersonal Development domain.

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

Purpose
Focus domains, dimensions and levels of the assessment task
Level 4 Economics - Economic knowledge and understanding
Level 4 Interpersonal Development - Working in teams
Level 4 Communication - Presenting

Reflection
The learning and teaching program offers many assessment opportunities, including this assessment task. Another assessment task will focus on the Civics and Citizenship element of the learning and teaching program, in combination with the English domain for writing.

I have some concerns about the ability of some students to work in teams and to make oral presentations, and I’d like to provide them with a further opportunity to demonstrate their knowledge, understanding and skills in relation to these standards. I will therefore make these standards a focus of the design of the assessment task. The students have had experience of making oral presentations, often using PowerPoint, so I feel comfortable about offering them the option of using ICT as part of their presentation.

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

Purpose	Reflection
Economics Economic knowledge and understanding Knowledge of the kinds of work that can be found in the local community Understanding of the contribution made by the described work to the local community as a whole	I had already unpacked the standards to identify the underpinning knowledge, skills and understandings students would need to develop to meet the standards as part of my program planning. Having decided on which specific aspects of the standards this task would focus on, it was relatively straightforward to identify the underpinning knowledge and skills that this task would focus on. The underpinning knowledge, skills and understandings will form the criteria for assessment, which will feature on the rubric (PDF - 37Kb).
Interpersonal Development Working in teams Ability to work cooperatively and effectively in teams
Communication Presenting Ability to organise material for presentation Ability to use oral presentation techniques effectively Ability to provide feedback to others on the quality of their oral presentation

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

Purpose
Students take part in a group activity involving planning and presenting a ten-minute oral presentation on one kind of work in the local community. They must include a description of the work, training, qualifications, salary, as well as an overview of the importance of the work in the community.

Students have two hours of class time to work in teams to prepare the presentation and ten minutes to make the presentation to the class.

During this time they need to draw on the knowledge and skills they have gained independently, without teacher support.

During the preparation period, students have access to their notes and any other materials relevant to the task. When presenting, students can use PowerPoint notes or cue cards, but their oral presentation needs to be accompanied by some kind of visual aid.

Reflection
Although this is a group activity, I will be assessing each student individually. Therefore, I need to be very clear about the individual and team responsibilities. To help students understand this, I’ve prepared a Student Brief (PDF - 17Kb). I will either distribute a copy of the Brief to each group or display it in the classroom.

I also need to obtain evidence of how students work in their teams. To help me gather that evidence I’ve designed a Teacher Observation Checklist (Word - 31Kb), which I will fill in for each team as I go around the class watching them doing their preparation.

I have a sufficient number of classroom computers for students to access while planning their PowerPoint presentation, as well as butchers’ paper, textas etc.

I will share the criteria for assessment (PDF - 37Kb) with my students before they begin the task. This will ensure that they are aware of 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 use that information when planning future learning and teaching programs.

So that my students can evaluate the presentations by the other groups, I have also designed a Peer assessment sheet (Word - 36Kb). They will fill that in while listening to the presentations. I will then use these sheets to assess their ability to provide feedback to others on the quality of their oral presentation. Assessment of their peers also gives students the opportunity to be involved in assessment as learning, so I particularly want to include this element in the task.

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

Standard
Economics - Economic knowledge and understanding
At Level 4, students describe the nature of the economic problem (scarcity) and explain how selected goods and services are produced and distributed. Students describe the difference between needs and wants, and their own roles as producers and consumers of goods and services. They explain the need to be an informed consumer. They explain the role of work in society and distinguish between paid and unpaid work. They compare different types of work and enterprise in the local community. Students demonstrate basic understanding of personal money management and the role of banking, budgeting and saving.

Key features and evidence
Knowledge about the nature of the work, whether it is paid or unpaid, and the necessary qualifications and training.

Criteria or rubric

	At the Level
Mentions a particular kind of work that is found in the local community, and describes some aspects of that work in general terms. Provides generalised rather than specific details about the work	Provides specific information about a particular kind of work that is found in the local community Indicates whether the work is paid or unpaid, and describes the qualifications and training that are necessary for that work	Conveys a full and accurate description of a particular kind of work that is found in the local community by providing specific and detailed information

Key features and evidence
Understanding of how work can be classified according to whether it provides essential services for the local community or supplementary services that enhance the quality of life of those who live there.

Criteria or rubric

	At the Level
Shows some understanding of why the work is important to the local community as a whole	Shows understanding of the contribution made by the described work, and accurately classifies the work according to whether it provides essential services for the local community, for example, work associated with local council or schools, or supplementary services that enhance the quality of life of those who live there, for example, work associated with various businesses, local council beautification programs etc.	Shows a mature understanding of the contribution made by the described work, accurately classifies that contribution, and makes comparisons or contrasts with types of work which exist beyond the local community

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

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

Standard
Interpersonal Development - Working in teams
At Level 4, students work effectively in different teams and take on a variety of roles to complete tasks of varying length and complexity. They work cooperatively to allocate tasks and develop timelines. Students accept responsibility for their role and tasks. They explain the benefits of working in a team. They provide feedback to others and evaluate their own and the team’s performance.

Key features and evidence
Ability to participate in role allocation, accept a role, stay on task and accept group decisions.

Criteria or rubric

	At the Level
Accepts allocated role without participating in the allocation; generally stays on task	Participates in role allocation. Stays on task and accepts group decisions	Facilitates role allocation, fulfils own role effectively and encourages other members of the team

Key features and evidence
Ability to contribute ideas relevant to the completion of a task, ask relevant questions, and listen to others’ ideas.

Criteria or rubric

	At the Level
Makes some comments and asks some relevant questions. Occasionally listens to others’ ideas	Makes comments relevant to task Asks questions. Listens to others’ ideas	Responds to others’ ideas and makes comments that are constructive and helpful in completion of the task

Reflection
I have tried to capture in the descriptors what I believe are the expectations 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.

Standard
Communication - Presenting
At Level 4, students summarise and organise ideas and information, logically and clearly in a range of presentations. They identify the features of an effective presentation and adapt elements of their own presentations to reflect them. Using provided criteria, they evaluate the effectiveness of their own and others’ presentations.

Key features and evidence
Ability to organise information on slide or poster in a coherent manner.

Criteria or rubric

	At the Level
Attempts to organise information on slide or poster	Organises information on slide or poster using, for example, headings and subheadings, dot points or boxes	Organises information coherently and clearly using, for example, appropriate headings, subheadings, dot points, boxes, fonts etc.

Key features and evidence
Ability to use appropriate voice volume, pitch, and body language; ability to interact with the audience.

Criteria or rubric

	At the Level
Attempts to speak audibly and occasionally shows awareness of the audience	Makes effective use of body language (stance, facial expression) and voice (volume, pitch) and shows audience awareness by maintaining eye contact	Uses body language (stance, facial expression) comfortably and confidently. Varies voice (volume, pitch) for effect and engages with the audience

Key features and evidence
Identifies strengths and weaknesses in others’ oral presentations and provides advice about improving future oral presentations.

Criteria or rubric

	At the Level
Accurately identifies strengths and weaknesses in a couple of the presentations	Accurately identifies strengths and weaknesses in most of the presentations. Offers relevant advice on improving future presentations	Accurately identifies significant strengths and weaknesses in each of the presentations and offers relevant and useful advice on improving future presentations

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.