DESIGNING ASSESSMENT TASKS. ‘aches an bepia oe sande fie speeh osseeentby corpcting Sone key fats int the desig ofthe he folowing spent is an thump or Gropapay genom pees 1617 Designing an Assessment Task Step 1. From the aeesment program note © ‘the ourcomes and components e assessed “© theta ype chosen tht will enable the outcomes tobe assessed effectively. ey Fea Te focus on outcomes. Step 2 Prepare che task, including any stimulus material that wil be needed, 4 ‘The ask should slow each student to demonstrate is or he leve of achievement oy Fer Students have the opportniy to demonstrate what they know and can do ‘Step 3 Check the tsk for ‘alldiy —Willehe ask measure what you want i102 reliability Willehe task give consistent resus? Check tht: © the instructions ae deat © che language level is appropriate © che tsk is the right length 4 hele of eificur is appropriate 4 he asks free from bss. ey Fare: Ensuring thatthe ask is assessing what you want to assess and giving actuate information on each student's achievement Step 4 Develops marking scheme, “© The wording of outcomes and the performance sale can help with developing marking alters and deciding what marks wil be allocated to diferent levels of pesformance. “4 Check tat students wil be appropriately rewarded forthe levels 2f knowledge, Sillsand understanding they desnonsite “© share your expectations with students so thar they understand what needs tobe done fo gain good marks Key Range: Clear expectations based on standards‘Seep Til the marking scheme. 4 When stunts have completed the ask, mark the work fa sample of students Tfnecesay adjust the scheme to eater for responses not covered by the marking Scheme but which demonstrate achievement of the outcomes. ‘ey Fete: Marking shee accomodstes how students demonstrate achievement of a Step 6 Mark he responses ofthe whole group. “© When more than one class does the same task, consider double or panel marking to improve conssency. ey Fane: Al sadents are marked consistently. Step 7 Provide feedback to students onthe strengths and weaknesses ‘of thelr performances aswell as ther marks. © The wording of outcomes and the band descriptions canbe used where appropiate “© The feedback should be designed to asst students co improve ther performance. Tey Fane: Feedbacks linked to student achievement of outcomes. Step 8 Record individual sudent mark forthe ask 4 Brief notes on the strengths and weikneses ofeach students performance ‘may be help, ey Fane: Record of marks i maintained, i “weeping records “The Board require schools to maintain records of marks nvarded to exch student for llassessment asks The Board will not require schools t keep student responses to fasts to ilutrate standaes of performace