1.

Look at the two Exemplars of assessment activities in the attached document above.
Discuss whether you think these examples fit into the categories of rich and/or authentic
tasks. Explain.
Exemplar 1: I believe there are elements of both rich and authentic tasks in this activity.
Authentic tasks require students to carry out real world exercises that would be replicated if
they were faced with organising such a task, which therefore enables students to construct
meaning and produce knowledge that is relevant when they are no longer at school.
Searching for flight details; determining flight times; making comparisons between data, and
extending their knowledge and skills in critical thinking; and analysing information, with
students asked as an optional extra, to construct their own responses in modes of table,
graph, and equation. Students are given a process of learning and discovery, which is an
element of rich tasks, as well as the requirement to perform inquiry based learning over a
range of curriculum areas, such as communication, ICT, maths and critical thinking skills.
Students are given websites to search when seeking their answer - I wonder how different this
exercise would be, in extending students knowledge and skills, if the teacher required
students to locate their own websites to achieve their results.
Exemplar 2: I would imagine this exercise is more rich-task based, as it requires students to
answer clear, specifically stated questions, with a significant process of learning and
discovering the meanings of words relating to tessellations. There is opportunity for students
to work individually, and in groups, where they can scaffold what they have learnt, to further
develop their knowledge and skills. Authentic tasks require students to construct their own
responses to questions that require describing, explaining and modifying their answers and
understandings.
At what grade level would you use the tasks?
Exemplar 1: While I initially viewed some content descriptions ranging from Year 4-Year 8,
Ive settled on Year 5, according to SACSA, as I felt there were more content descriptions
that might suit specifics of the lesson requirements for this year level.
Under the learning area, Mathematics-Strand-Measurement, Standards include:

Converts 24 hour clock time to analogue time.

Calculates differences in time (eg time between 11.17am and 12.49pm).
Reads and interprets calendars from different times and cultures, and timetables (eg
bus, train, TV guide), and uses online resources to access timetables and world times.
Compares temperatures of localities (eg Darwin and Hobart, and other places in the
world)

Under the learning area, English-Strand Reading and viewing, Standards for Year 5 level include:

Accesses, records and presents information in a variety of ways.

Exemplar 2:I think there are several levels this lesson plan could have slotted into, and many
fitted in with the requirements of SACSA at a Year 4 level:
Under the learning area, Mathematics, Strand-Spatial sense and geometric reasoning:

Creates tessellating patterns with regular polygons

Uses drawing programs and online resources to make shape patterns
Creates and draws repeated patterns with translations, rotations and reflections

or, possibly Year 5 level according to the Australian Curriculum,

Describe translations, reflections and rotations of two-dimensional shapes. Identify
line and rotational symmetries(ACMMG114)
How could you change the task to suit other age levels?
Using content descriptions for each year level, in accordance with the Australian Curriculum
or other relevant curriculum, tasks can be modified to enable higher order thinking skills;
activities and questions relevant to learning outcomes. An example of this in exemplar 1,
aimed at a Year 2 level, would be to present studentswith a visual representation of a trip
from Port Lincoln to Canberra-- (relevant to my local area, but could be adjusted to suit
student needs),-- by bus. A time schedule with arrival times for different stopoverscould be
printed on the sheet that students can refer to, and students asked questions relating to arrival
timesto certain destinations, while using skills in addition, subtraction and telling time. e.g.
Ourbus leaves Port Lincoln at 9.00am Monday morning, it travels for 2 hours before we
reach Port Augusta. What is our arrival time?How many hours have we travelled to reach
Port Augusta? Times could be adjusted to suit the Year level requirements. If the arrival
time at Bordertown is 12.30pm, what time will it be after we have travelled for another 30
minutes?
In exemplar 2, students for a Year 1 level, could use a sheet with various tessellation shapes,
and a dice to play a game. Students, who roll a number 3, need to find a shape with the same
number of points, and say its name. The game can continue until all shapes have been
located.
What is being assessed and what knowledge is assumed?
Exemplar 1:Assumed knowledge is the ability to use technologies and to search relevant
sites; mathematical knowledge in relation to choosing relevant flight times, currency
conversion, and knowledge of 24 hour time. Assessment is based on students knowledge to
critically assess and determine skills with an ability to make comparisons; ability to illustrate
findings in graph, table, equation; group work such as discussions; and ability to interpret
lesson requirements and engage in critical thinking. I would imagine the teacher would also
use self-assessment to gauge if student learning has been successful and whether learning
outcomes are achieved with the lesson design.
Exemplar 2: Assumed knowledge of mathematical terms such as tessellation, and hexagon,
and knowledge of accessing, reading and interpreting information on given websites, and
accessing relevant sites. Assessment is based on students ability to follow instructions to
interpret and answer specified questions; choice of relevant websites; students understanding
of terminology used compared with their answers; students ability to engage in group work;
individual work, and how well students have learnt through scaffolding, to produce desired
lesson outcomes.
What are the positives and negatives of each activity?

Exemplar 1: The lesson instructs students to use a particular website to locate information on
flight details. This may be more meaningful to students if they could use technology/internet
to perform their own searches of planes that fly from Brisbane to Auckland, and doesnt
necessarily let them use locations that might be relevant to their choices. Positives of this
lesson allows for group sharing, which can aid students who may have difficulties with
reading and creating critical thinking opportunities, providing there are not students in the
group who do not contribute to group sharing.
Exemplar 2: Positives of this lesson are that it ensures students develop an understanding of
wordmeaning associated with the lesson, however it does not allow for sharing of
understanding those initial meanings for students who may not grasp these mathematical
concepts. Positives also include getting students to critically think about their answers to
specified questions, which then allows group work and sharing of information through
scaffolding. Positives of the lesson also enable students to use websites and manipulatives
for visual assistance to interpret their answers, which assists visual learners. Writing answers
may pose issues for students requiring moderated learning, however this is not specified as an
issue in this lesson content.
ACARA see Australian Curriculum, Assessment and Reporting Authority
Australian Curriculum, Assessment and Reporting Authority. (2014). Mathematics: v6.0.
Retrieved from http://www.australiancurriculum.edu.au/mathematics/Curriculum/F10
Mueller, J. (2014). Authentic Assessment Toolbox. Retrieved from
http://jfmueller.faculty.noctrl.edu/toolbox/index.htm
SACSA see South Australian Curriculum Standards and Accountability Framework
South Australian Curriculum Standards and Accountability Framework. (2004). R-10
English: Teaching Resourcehttp://www.sacsa.sa.edu.au/ATT/%7BF51C47E3-B6F34765-83C3-0E27FF5DD952%7D/R-10_English.pdf
South Australian Curriculum Standards and Accountability Framework. (2004). R-10
Mathematics: Teaching Resource. Retrieved from
http://www.sacsa.sa.edu.au/ATT/%7BF51C47E3-B6F3-4765-83C30E27FF5DD952%7D/R-10_Maths.pdf