Designing an integrated authentic assessment task for Geography and Social Studies

TRADITIONAL

ASSESSMENT TASK

Re-designe

d Assessment Task

Traditional

Assessment Task

RE-DESIGNED

ASSESSMEN

T TASK

G R A S PG

oal: The goal is to propose a

sustainable management strategy to help Indonesia, which is facing massive deforestation problem to improve her situation and to ensure that the strategy does not compromise your country’s interest.

Role

: You are a delegate from an ASEAN state. As an ASEAN delegate, you need to propose a management strategy on behalf of ASEAN and to assess the recommendations of other delegates to ensure that your country’s interest is sufficiently addressed.

Audi

ence

: The target audience is delegates from other ASEAN states.. Your job is to prepare a draft declaration and to obtain the consensus from other delegates on your recommended ASEAN’s stand on the issue. This means adopting your draft declaration, or to adopt the declaration most aligned to your country’s interest.

Traditional

Assessment Task

RE-DESIGNED

ASSESSMEN

T TASK

G R A S PSi

tuati

on: One month ago a severe forest fire in

Indonesia has resulted in a host of regional haze problems. The local authorities found out that the forest fire arose because farmers were using slash-and-burn techniques to clear the forest for farming, while previous forest fires were caused by timber and plantation companies burning land for their estate. The haze problem has resulted in business losses amounting to millions of dollars. It has also caused rise in health problems such as asthma, chronic lung diseases and eye irritations. The forest fire has disrupted the ecosystem and led to the destruction of habitats for flora and fauna. It has also affected the air traffic and tourism in neighbouring ASEAN countries. Thus, the ASEAN countries have decided to convene a Conference to discuss about their recommendations for Indonesia.

Prod

uct,

Perf

orm

ance

and

Pu

rpos

e: You will create a position paper for the issue based on your national interests. This is to be submitted to the ASEAN Secretariat, but it will not be disclosed to other delegates. You will draft an ASEAN declaration based on your country’s stand on the issue. You will follow the parliamentary procedures for ASEAN and engage in debate with other delegates on selected draft declarations throughout the Conference.

POSITION PAPER Declaration ASEAN Summit

Position Paper DECLARATION ASEAN Summit

Position Paper DECLARATION ASEAN Summit

Position Paper Declaration ASEAN SUMMIT

Position Paper Declaration ASEAN SUMMIT

TRADITIONAL ASSESSMENT TASK RE-DESIGNED

ASSESSMENT TASK

What’s the difference?

• Use of curriculum integration

• Developing 21st CC

• Use of authentic assessment– Limits of traditional

testing– Benefits of authentic

assessment

Designing our task: Our considerations

• Task, physical context, social context, assessment form, results and criteria

• Exponential growth of knowledge and limited school time

• Disjuncture between requirements of schooling and work

• Possibilities offered by authentic assessment

• Stages of backward design• Stage 1: identify desired results• Stage 2: determine acceptable

evidence• Stage 3: plan learning experiences

and instruction • Constructing a Performance Task

scenario using GRASPS

Understanding by Design

Curriculum Integration

5 Dimensions of authenticity Assessment

objectives (syllabus)

21st CCGeography:AO 1: KnowledgeAO 2: Critical understanding and constructing explanationAO 3: Interpreting and evaluating geographical dataSocial Studies:AO 1: KnowledgeAO 2: Constructing explanationsAO 3: Interpreting and evaluating given information

Most importantly… our learners!Subject area.

• Geography/Social Studies.

Grade level.

• Secondary 3.

Topic.

• Natural Vegetation. • (ASEAN)

Learning goals/objectives. Students will be able to:

• describe the global distribution and characteristics of tropical rainforests and mangroves, tropical monsoon forests and coniferous forests

• compare the ways in which different types of natural vegetation adapt to the environment• discuss the uses of forests• explain the causes of deforestation in a tropical rainforest• discuss the problems caused by deforestation• evaluate the effectiveness of sustainable management of tropical rainforests• (insert learning goals related to social studies)

Stage 1: Identifying Desired Results

Big Idea. • Interdependence.

Essential Questions.• How does man’s actions affect the physical

environment? How does changes in the physical environment affect mankind?

• Why is sustainable management of the physical environment important for mankind?

• Why do certain types of natural vegetation only grow in certain areas?

Essential Understandings.• Man and his physical environment are

mutually dependent; Changes in the physical environment affects the lives of man; man’s actions also changes the physical environment.

• Natural vegetation adapts to the physical environment in which they are situated. The physical environment is also affected by the natural vegetation.

• Interdependence does not guarantee cooperation.

Rubrics Tasks Rubrics

Processes –Self and peer assessment on group collaborative work skills

Analytical, task-specific

Performance –Role Play

Analytical, generic

Product –Position paper/Declaration

Analytical, generic

Assessing role play, position paper and declarationCategory 4 3 2 1

Accuracy of data

All supportive facts and statistics are reported accurately.

Almost all supportive facts and statistics are reported accurately.

Most supportive facts and statistics are reported accurately.

Most supportive facts and statistics were inaccurately reported.

Role Point-of-view, arguments, and solutions proposed were consistently in character.

Point-of-view, arguments, and solutions proposed were often in character.

Point-of-view, arguments, and solutions proposed were sometimes in character.

Point-of-view, arguments, and solutions proposed were rarely in character.

Logic All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.

Arguments were not clearly tied to an idea (premise).

Clarity Position is clearly stated and consistently maintained. Clear references to the issue(s) are stated.

Position is clearly stated and consistently maintained. References to the issue(s) at hand are missing.

Position is stated, but is not maintained consistently throughout work.

Statement of position cannot be determined.

Assessing collaborative work skills

Category 4 3 2 1

Contributions

Routinely provides useful ideas when participating in the group and in classroom discussion.

Usually provides useful ideas when participating in the group and in classroom discussion.

Sometimes provides useful ideas when participating in the group and in classroom discussion.

Rarely provides useful ideas when participating in the group and in classroom discussion.

Working with others

Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.

Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.

Monitors Group Effectiveness

Routinely monitors the effectiveness of the group, and makes suggestions to make it more effective.

Routinely monitors the effectiveness of the group and works to make the group more effective.

Occasionally monitors the effectiveness of the group and works to make the group more effective.

Rarely monitors the effectiveness of the group and does not work to make it more effective.

Features General Task-specific

Assessment of knowledge skills and disposition

Across tasks and across settings

Specific tasks and specific setting

Mastering knowledge skills and disposition

Allows students to generalize and apply them in a different setting

Allows students to apply them to the same setting

Limitations of holistic rubric Benefits of analytical rubrics

•Provides only quick or gross judgment of students’ product or performance•Not effective for providing feedback about processing and self-regulation•Because there is less detail to analyze in the holistic rubric, younger students may be able to integrate it into their schema better than the analytic rubric.

•Provide useful feedback on areas of strength and weakness.•Criterion can be weighted to reflect the relative importance of each dimension.

Selecting our rubrics: our considerations

Who is being taught?How many teachers are scoring the product?

What is the purpose of the assessment,?