By Krystine Keen

1. An Action Research Exploration into:-The Effectiveness of "Rich Assessment Tasks" when evaluating the Child’s Learning By Krystine Keen

2. What is Assessment? • Assessment is the process of gathering and discussing information from multiple and diverse sources in order to develop a deep understanding of what students know, understand, and can do with their knowledge as a result of their educational experiences; the process culminates when assessment results are used to improve subsequent learning. The purpose of assessment is to inform teaching and learning.

3. What's the problem? • The assessment practices within the school I currently teach had become complacent. There was a growing trend to over assess with tasks that the busy teacher could administer with ease from sitting behind a desk. • Behaviour of and motivation to learn within the students was low. • Students thinking processes were limited and evidenced by lack of depth within their answers. • Results were reflective of the quality of assessment tasks being administered to the students.

4. Is there a better way to assess? • For an assessment to work it needs to be purposeful, rich in undertakings and should include; • Open ended questions. • Multiple possible outcomes. • The one task should cater for the individual needs of all students. • Allow for student choice. • Develop student ownership, direction and engagement. • Be problem based and allow for development of creative and critical thinking strategies. • Allow for gathering, processing comprehending and applying information. • Allow for the student in collaboration with the teacher to evaluate the results. • The task has the ability to assess the outcomes of several KLA’s.

5. What action will be taken? • Referring to the research of what entitles a task to be rich in its paradigm my grade teaching partner and I decided to re-write our assessment tasks to become more meaningful for our students. (Refer to table 1) • Our main goal for the research was to quantify the effectiveness of implementing rich assessment tasks to evaluate student learning

6. What will this task look like? Table 1

7. How was this undertaken? • The action research took place in a Stage 2, Year 4 learning environment. The combining of the two classes allowed for the even distribution of mixed ability, small groups catering for the diverse dynamics presented amongst the students. The teachers approaches to and values of quality education were similar. • We integrated the Key Learning Areas of English and Science using the Science outcome based on Simple Machines as a platform from which to write two rich assessment tasks. • Students worked in designated small groups across the grade for task one and chose their own groups for task two within their own classes. • To enhance the thinking skills of the students the explicit teaching of De Bono's “ Six Thinking Hats” was introduced and embedded into the tasks. http://www.pearltrees.com

8. How was this undertaken? continued……… • Synchronising of the teacher’s weekly timetables ensured set time frames for the undertaking of the learning tasks would be implemented. We were also mindful of the possibility of need to add extra scheduled time periods to ensure task completion by all levels and abilities within the group. • Explicit teaching of concepts, knowledge base, methodology and the requirements needed to allow for successful participation within the set tasks was elucidated by combining both classes. This ensured the same dissemination of information to the student body. • To assist students remain task focused, they were introduced to the concept of a time line. At the beginning of each lesson the students would be reminded of the outcome expected of that time frame.

9. How was the data collected? • Data was collected utilising the following methods • Teacher conferencing with students. • Daily anecdotal observations. • Student work samples. • Student self-evaluation forms. • Student interviews. • Final Product of Work completed based on rubric of assessable outcomes. • BOS Syllabus documents and requirements. • Daily teacher reflections both informal and formal.

10. Data collection and analysis was ongoing throughout the process. Both teachers kept observations on targeted students within each group to identify student participation and progress within the small group context. Specific students were allocated to each teacher on a daily basis. This undertaking monitored all students twice weekly by both teachers whilst the project was being implemented. • Allowing for 1-1 conferencing of the students with both teachers was most informative. This provided vital information for the teachers to assess whether the strategies being implemented within the task were either working or needed re-working. Areas of need were identified and the process was revised, explicit teaching was implemented and redirection given to ensure the following; • Open lines of communication between student and teacher. • Clarity of understanding of the requirements of the tasks by the students. (refer to table 2)

11. The students were encouraged to take an active part in the direction of their learning this enabled teachers to direct meaningful learning experiences. (table 2)

12. What did the Data show? • Various trends began to emerge as the research moved forward. • It was soon evident that ongoing communication between the staff was vital to the success of the research. Ensuring staff were on the same page and teaching the same content were crucial elements to the overall learning of the students. Active teaching by moving around the student body, commenting on and discussing, re-orientating student’s thoughts was a necessity. • Students were floundering with the ability to stay task focused. To write various texts with correct structure and depth. Research well. Utilise the concept of the 6 thinking hats. Communicate effectively within the group without feelings of an attack on personal worth or value overshadowing attempts of group discussion. Individuals could not find their voice. • Explicit teaching and guidance was implemented to refocus and enhance the student’s skills within all of the identified areas. • The “talk” of the room changed and the interactions were observed as being centred around simple machines, text genres, targeted audience, presentation and time management. • Students commented positively on how effective group work can look, sound and feel. It was unanimous that students wanted to continue being an active part of the learning experiences that they undertake. All students valued being spoken to within the conferencing sessions. Filling out student reflection forms was also positive for all students. Allowing students to voice their opinions without fear of failure or recrimination as a result.

13. What were the final thoughts? • Quality results reflecting student ability, learning style and thought process can be achieved through the implementing of rich assessment tasks to evaluate student learning. • To ensure the success of the task they have to be well thought out, reflect the outcomes needed and ensure student understanding of what needs to be undertaken to successfully complete the task. • The time frame given to implement the tasks needs to be realistic and taken into consideration within the planning phase. • The teacher is pivotal in the success of the task by maintaining open lines of communication, keeping valuable observations and data collection to be able to rework and redirect students learning needs as they arise. • The need for explicit teaching can never be underestimated and at times through the task explicit teaching of new methodology and concepts is required.

14. On Reflection • The process allowed for the creation of a rich task that would effectively assess Students learning in the following way. • Improve student learning. • Empower the students as they took ownership of their learning. • Enrich the students thinking skills. • Stimulate, motivate, s-t-r-e-t-c-h and excite the students • Increase positive behaviour • Work in collaboration with like-minded professionals • Provide valuable assessment for both the students and the teacher • All of these attributes can only be looked upon as a positive experience. • Student motivation and valuable learning can be highly achieved through the implementation of quality rich assessment tasks.

15. What does this look like for the future? • Writing valuable rich assessment tasks to provide quality education and meaningful experiences to my students will become an integral part of my teaching. • Action research is firmly embedded as a teaching tool for me to utilise for the betterment of my teaching practice. To ensure the evolution of continued growth within the students I serve. To assist with establishing a collegial teaching team with the practitioners I am lucky to work with and to find solutions and new beginnings toward identified areas of need within my classroom.

16. Bibliography "Kosky, C. (2008). An action research exploration integrating student choice and arts activities in a sixth grade social studies classroom.Journal of Social Studies Research. 32 (1). pp. 22-27." Snoren, M. Niessen, T. Abma, T (2011) Engagement enacted: Essentials of initiating an action research project Action Research 2012 10;189 DOI: 0.1177/1476750311426620 http://peterolm.global2.vic.edu.au/2009/01/25/what-is-a-rich-task/ http://www.edu.gov.mb.ca/k12/assess/wncp/rethinking_assess_mb.pdf http://peterolm.global2.vic.edu.au/2009/01/25/what-is-a-rich-task/http://interactivemaths.wikispaces.com/file/view/NS2.4_Fractions.pdfhttp://education.qld.gov.au/corporate/newbasics/html/richtasks/richtasks.htmlhttp://www.aare.edu.au/04pap/joh04182.pdfhttp://www.arm.catholic.edu.au/educational-resources/curriculum/pd-items/assessment_paper_rich%20tasks.pdfhttp://methodenpool.uni-koeln.de/portfolio/What%20Does%20Research%20Say%20About%20Assessment.htmhttp://www.oame.on.ca/main/index1.php?lang=en&code=presmessage&chapter=32 • K-6 BOS English Syllabus documents April 1998 •  NSW Science and Technology K-6 Syllabus Documents 1998