This activity is an activity developed by the SACE Board to support teachers to

review and potentially improve their assessment tasks.

Activity

TASK DESIGN
Reviewing an existing task

• In pairs, select a task that has already been developed and is intended for use in
your subject.

• Swap and read assessment tasks. As you read the task, use the proforma on the
following page and make notes against the review questions.

• Return each others’ tasks and discuss your notes

• Identify gaps and amend the task instructions where appropriate.

Note: You may find the following references useful for amending task instructions.

Generating top teaching ideas

Process/Operational Words Used in Tasks
Guiding questions for quality and suitability of an assessment task

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 Reviewing Assessment Tasks

Subject: Assessment type:

Relevant specifications as described in the subject outline:

Is the task valid?

1. Read the purpose/aim of the assessment task, the assessment design criteria which are being
addressed and the instructions to students on the assessment task. Do these align?
i.e. If students follow the instructions on the task sheet, will the evidence they produce match the aim of
the task and address the relevant assessment design criteria?

Recommendations:

2. Highlight the process/operational words provided in the task instructions (e.g. describe, explain,
evaluate). If students follow the instructions on the task sheet, will they be able to demonstrate
evidence of each selected assessment design criterion at a range of levels, including the highest level?

Recommendations:

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Does the assessment task layout and language support student success?

1. List technical terms students will be required to know. Comment on whether students are likely to
understand the terms or not. Is it clear to students what they must include and/or produce in order to be
successful?

Recommendations:

2. Does the use of diagrams, cues, illustrations or graphics support students in understanding of what is
expected of them?

Recommendations:

Is the assessment task inclusive?

1. Is the assessment task culturally appropriate, avoids stereotypes, and not discriminating against
groups of students? In what ways may the assessment task be adjusted to cater for students with
special needs?

Recommendations:

Adapted from Quality assuring senior assessment instruments: A tool for schools
Queensland Studies Authority www.qsa.qld.edu.au

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Generating top teaching ideas
Gardner’s Multiple Intelligences
Intrapersonal Interpersonal Picture/Spatial Body/Kinesthetic Musical/Rhythmic Verbal/Linguistic Logical/Math
What is your position In groups of 2/3/4, Use maps to… Explain how…happens From memory, sing Make a list of… How many…?
Remember on...? show how … Make a visual chart to Imitate the movement three songs about... Write 10 facts about… Make a facts chart on...
(to recall / name In what way are you Tell a partner ten facts display... of... Learn a new song What is the meaning Construct a time line
/ define) like...? you know about… Do a drawing of… Enact a drama to show about… of…? from the given
Question Key List your strengths and Play a card / board To show what you how… works (eg a Chant the times tables Write in your own information to show…
Graphics Key weaknesses… game based on recall know, make a book / motor; an electric to rhythmic clapping words… Use logical steps to
Describe your personal of word / number facts / picture book / collage / circuit; a computer…) Identify the instruments Make a basic summary explain…
Info Key
experiences / feelings items of information mural / poster Play charades with used in this music... on… Look for patterns…
Brainstorming Key What are your personal  Illustrate the main ideas names of books / Name the sounds you List attributes of… Write the formula for...
goals for...? in a story characters / movies… hear when… What is true / false Draw up a table of facts
Use a simple web to… about… about…
Why do you believe …? Explain the feelings Use colour markers to Use sign language to Explain…using … (eg Explain how to… Describe in clear logical
Understand If you were …, how of… classify… show understanding rhythmic form; song; Discuss… steps how to...
(to explain / would you solve this Write simple problems Use material objects as of… instrumental piece) Debate… Look for simple
restate more fully) problem? … (eg maths; science; a visual metaphor to Use body movements Show that you Restate … in your own patterns
Graphics Key Summarise how your social issues) to be demonstrate… to show you understand the major words Summarise what you
own experiences relate solved by others Summarise what you understand… (eg points in …(eg Explain the cause-and- know about… in a …
Prediction Key
to… (eg the change in Use a group know about … in a … nervousness / newspaper article / effect of… (eg graph / table)
Three Whys Key friendliness / electrical book...) by using … (eg
weather seasons / the performance to (eg mindmap / sketch / Summarise what you Translate … (eg a word
Personal Key writing of a story...) summarise what you caricature) flow in a circuit..) rap / song / choral problem) into numerical
know about … in a
know about … (eg Give a clear visual Summarise what you speaking…) single paragraph form
reconciliation / the example of … know about … in a Write a clear example Given the information
water cycle) ….(eg roleplay / drama of the concept of… you now have, draw up
/ hand movements) a logical conclusion

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Draw a timeline for your Pretend to be … (eg a To show what you Use rap / dance / mime Rewrite words of your Submit an application Make a basic flow chart
Apply own day / year / lifetime famous person) and be know, make a book / to demonstrate your favourite song, to learn for... to…
Mentally rehearse a interviewed by the picture book / collage / perspective about... new information Write a commercial for. Construct a time line...
(to demonstrate /
skill, and then do it class… mural / poster Construct a basic about... Write postcards / letters Fill in a matrix (with
to put into practice)
Design a plan for Conduct a class Illustrate the main ideas model … Develop a rhythmic to book characters / maths operations such
Decision Key survey… in a story pattern to help
putting your goals into Make a diorama of… famous people as finding area,
Action Key action Identify a social Take photographs to On the school oval, memorise… Write a news report squaring numbers, …)
Ripples Key

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If you met…, what five problem in your show what you mark out the real life Create an about... Draw a model to show
Inventions Key questions would you community, and create learned… size of … (eg an accompaniment for how…(eg an engine; fire

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most like to ask? a plan for resolving the Design icons to make… explorer’s boat; the …(ads / stories / extinguisher) works
problem easier to understand Space shuttle…) videos...)
 Intrapersonal Interpersonal Picture/Spatial Body/Kinesthetic Musical/Rhythmic Verbal/Linguistic Logical/Math

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Investigate all the Analyse the reasons Analyse the reasons Investigate how the Analyse the reasons What really is … (an Investigate….
Analyse factors that could for… for… parts interact in… for… abstract concept such Analyse the reasons
(to think more deeply; influence you in… Analyse an issue / topic Construct a Venn Compare the Investigate … as trust, ambition, for…
to investigate) Analyse the thinking from at least two diagram to compare movements of.. cooperation, racism) ?
Draw up a Sound Map What if...?
Question Key patterns that you use in different perspectives... and contrast… Classify the movements for your school Analyse the reasons Play 20 Questio ns
Commonality Key …(various situations / Investigate the needs How many other ways of… Conduct research on for...
Conduct experiments to
Reverse Key problems) of… could…? How many other ways this issue, and present Compare and contrast
prove your hypothesis
Brick Wall Key Develop a ‘process How might … (a group, Use a visual flow chart could…? your findings in a series different … (genre /
folio’ that outlines how characters / storylines / Separate … from … (eg
Ridiculous Key organisation, team, to represent … (a Conduct research on of songs / raps fact from opinion)
you complete your family) respond to…? maths operation / a this issue, and present Compare and contrast responses / attitudes /
different learning tasks beliefs / theories) Create a table to
Analyse the feelings social dynamics issue / your findings in a series different types of music
Compile a notebook of a storyline…) show…
of… during… of mimes / a short play used in ads / movies /
your responses to… sitcoms…
Design a personal Design positive games Develop an innovative Make an unusual… Create jingles / songs Design a strategy to.. Design a set of criteria
Design action plan to… for groups to… webpage to help others to judge…
Create a freeze frame Make an unusual…
(to create How would you solve Design key questions Redraw… to improve... to… remember…(scientific / Write a dialogue Design a better
new ideas / the complex problem for a group discussion Design an all-new Design an object (eg a maths formulae…) between...(a torch and experiment...
perspectives) of…? about… boardgame for… toy / a tool...) for… Create original sounds a candle; an animate Create estimates for...
Brainstorming Key Challenge your beliefs Design a set of criteria Re-design cartoons / Design a set of criteria as background for… and an inanimate Design a new code
Matrix Key on… by…. for... book covers / computer for... Rewrite known songs, object; …) for…
Improvements Key How could you Design a team solution graphics … In teams of …(4 / 5 / 6), and add / delete issues Create an argument to Use a word matrix or
improve…? to... Develop a visual design a roleplay to / scenes / characters in persuade people to… story grid for creative
BAR Key order to …
Map out your own… Plan a campaign to metaphor that show how… (laser Write a proposal to writing ideas
Prediction Key
(eg career plan / challenge people’s represents… beams / convince…
Inventions Key learning journey) over thinking on… photosynthesis) works Create limericks for…
the next few years
Evaluate the success of Which of the Develop criteria for Which is the best Which is the best Which one is most Rate … ( a series of
Evaluate your personal goals two…would be best evaluating book covers performance? Explain performance? Explain effective? … (state the choices) from most to
(to determine Which stage of your life for…? / computer graphics / why. why. choices) least effective. Justify
quality of was the Play games designed icons / websites Which of the … Review a musical Have a pros and cons your choices.

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product/process) most…(challenging; by other students, and Have a pros and cons (training programs, performance from the debate about … Categorically prove this
Perspectives Key amusing; exciting…)? offer positive debate about the visual movements, devices) perspective of a famous Choose the five most statement.
Explain why. suggestions for worth of… best meets the needs musician important questions to Justify the decision to...
Rubrics Key
Rank your personality improvements Which one is more of … (target group) Which of the … (3 explore the issue of… (eg invade a country;
Decision Key
traits from strongest to Which stage of … (eg pleasing, and why? Decide which was the protest songs; advert Write recommendations change a career)
weakest. Gandhi’s) life was the Choose the most best … (demonstration, jingles…) is most for...
most…(challenging; effective … presentation) … (list effective? Justify your

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amusing; exciting...) options) answers.

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NB. Only use this matrix after you have clarified your culminating activity / assessment task / core task, and your outcomes. The activities that you generate with this matrix
must be in context. This matrix must not be used in isolation.
Developed by Tony Ryan. [www.tonyryan.com.au] tony@tonyryan.com.au
Process/Operational Words Used in Tasks
Process/operational words are specific about the cognitive process required by a student within a given
genre/text type. Nonetheless, some variation occurs across different learning areas (eg explain in
History and Physics can vary).
Glossary of Terms Prepared by the NSW Board of Studies for HSC Students 2002
Account Account for: state reasons for, report on. Give an account of: narrate a series of events or
transactions

Analyse Identify components and the relationship between them; draw out and relate implications

Apply Use, utilise, employ in a particular situation

Appreciate Make a judgement about the value of
Assess Make a judgement of value, quality, outcomes, results or size
Calculate Ascertain/determine from given facts, figures or information
Clarify Make clear or plain•
Classify Arrange or include in classes/categories
Compare Show how things are similar or different•
Construct Make; build; put together items or arguments

Contrast Show how things are different or opposite

Critically Add a degree or level of accuracy, depth, knowledge and understanding, logic, questioning,
(analyse/ reflection and quality to analysis/evaluation)
evaluate)
Deduce Draw conclusions
Define State meaning and identify essential qualities
Demonstrate Show by example
Describe Provide characteristics and features
Discuss Identify issues and provide points for and/or against
Distinguish Recognise or note/indicate as being distinct or different from; to note differences between•
Evaluate Make a judgement based on criteria; determine the value of

Examine Inquire into

Explain Relate cause and effect; make the relationship between things evident; provide why and/or how
Extract Choose relevant and / or appropriate details•
Extrapolate Infer from what is known

Identify Recognise and name

Interpret Draw meaning from
Investigate Plan, inquire into and draw conclusions about
Justify support an argument or conclusion•
Outline Sketch in general terms; indicate the main features of •
Predict Suggest what may happen based on available information
Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or action
Recall Present remembered ideas, facts or experiences
Recommend Provide reasons in favour
Recount Retell a series of events
Summarise Express, concisely, the relevant details
State Present ideas clearly and concisely. Details, illustrations or examples may be left out
Synthesise Putting together various elements to make a whole

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