DEEP KNOWLEDGE

To what extent does the task focus on a number of key concepts within topics, subjects or KLA’s, and require clear articulation of the relationships between and among concepts? 

5 – The task requires sustained focus on key concepts and ideas and requires clear articulation of the relationships between and among concepts.

DEEP UNDERSTANDING

To what extent does the task require students to demonstrate deep rather than superficial understanding of their learning? 

5 – The entire task requires students to provide information, arguments or reasoning that demonstrate deep understanding.

PROBLEMATIC KNOWLEDGE

To what extent does the task require students to present or analyse alternative perspectives and/or solutions and to demonstrate how the construction of knowledge relates to their understanding of the task.  

3 – The task requires knowledge to be treated as socially constructed, with multiple perspectives addressed.

HIGHER ORDER THINKING

To what extent does the task require students to organise, reorganise, apply, analyse, synthesise and evaluate knowledge and information. 

4 – A substantial portion of the task requires students to demonstrate higher order thinking.

METALANGUAGE

To what extent does the assessment task require students to use metalanguage by commenting on language and how it works. 

1 – The task does not require students to refer to or comment on the language being used.

SUBSTANTIVE COMMUNICATION

To what extent does the task require students to elaborate their understanding in a sustained and substantive fashion. 

4 – The task requires students to present some sustained clarification of the ideas, concepts or arguments related to the substance of the topic.

Quality Learning Environment 

EXPLICIT QUALITY CRITERIA

To what extent does the task provide explicit criteria for the quality of work which students are expected to produce, and use those criteria as a reference point for assessing the students’ work? 

5 – Statements regarding the quality of work are made explicit and it is clear how these criteria will be used in assessing students’ work.

HIGH EXPECTATIONS

To what extent does the task communicate high expectations of all students and encourage students to take conceptual risks? 

4 – The task presents a serious challenge for all students.

STUDENT DIRECTION

To what extent is the task designed so that students exercise some direction over the selection of activities related to their learning and the means and manner by which these activities will be done? 

4 – Students determine man significant aspects of the task either independent of, or dependent on, teacher approval.

Significance 

BACKGROUND KNOWLEDGE

To what extent does the assessment task draw upon students’ background knowledge, and require students to make new links between prior knowledge? 

2 – Students’ background knowledge is mentioned or elicited but only in a trivial way, and it is not connected to the substance of the task.

CULTURAL KNOWLEDGE

To what degree is the cultural knowledge of diverse social groupings incorporated and valued in the task? 

1 – The task requires no explicit recognition or valuing of other than the knowledge of the dominant culture.

KNOWLEDGE INTEGRATION

To what degree does the task integrate knowledge within and between subjects or key learning areas? 

5 – The task requires students to make substantial and meaningful connections, not only within but also between subject areas.

CONNECTEDNESS

To what degree does the task require students to apply knowledge to real-life contexts or problems and provide opportunities for students to relate their work to situations beyond the classroom? 

5 – The task requires students to recognise and explore connections between classroom knowledge and situations outside the classroom in ways that create personal meaning and highlight the significance of the knowledge. The task requires students to engage with and/or influence an audience beyond the classroom.

NARRATIVE

To what extent does the task employ narrative to enrich student understanding? 

1 – Either the task makes no use of narrative, or the narratives used are disconnected or detract from the task.