USING DIFFERENT ASSESSMENT TASKS within an assessment Different

USING DIFFERENT ASSESSMENT TASKS within an assessment.

Different ways to assess our students • Written / Oral • Text / Visuals (diagrams, maps, graphs) • Hand written / digital Some of the ways we assess include… Essays, writing frames, short answers, graphic organisers, formal reports, newspaper articles, annotated maps, posters, science boards, word documents, power-points, publisher presentation, google docs, pressi, wiki, filmed presentations…

Geography Internal Assessments • Our assessments are broken down into different tasks. • Most of our assessments have 3 parts. Why not assess each individual task in a different way?

Options for assessment… • Students can complete assessments as formal written tasks. • Students can complete assessments in a non traditional format. • And they can also be provided with a variety of different tasks within each assessment. WHY use a variety of tasks? • Variety is the spice of life • Using a selection of tasks gives students the ability to express their ideas in different ways. • The differences in tasks can also help raise engagement.

one example… The sustainable use of … Motutapu Island Using different types of assessment for each task…

THE STANDARD AS 91009 3 credits 1. 3 Demonstrate geographic understanding of the sustainable use of an environment THE TASKS • TASK 1 - how and why people use the selected environment • TASK 2 - the consequences of this use on people and environment • TASK 3 - the sustainability, or otherwise, of the selected environment with continued use.

The pre assessment tasks Watch the Lorax and look at… • TASK 1 - how and why people use the selected environment • TASK 2 - the consequences of this use on people and environment Research a different setting (e. g. Tiritirimaitangi) and look at… • TASK 3 - the sustainability, or otherwise, of the selected environment with continued use.

TASK 1 How and why people use the selected environment WHAT HOW Auckland Tourism Information Board You can present this information for the Auckland Tourism Board in a variety of ways: Auckland Tourism Board have hired you to summarise why and how people use Motutapu Island. The information you provide must include the following topics : • Describe the features (things to see – natural or cultural) of Motutapu Island that attract tourists to the area. • Describe a range of different activities (things to do) on Motutapu Island that tourists participate in. • Poster • Brochure • Storyboard for a television commercial.

Posters, brochures and adverts are effective ways of presenting information…

TASK 2 The consequences of this use on people and environment WHAT HOW A UNESCO Report You can present this report as: UNESCO want you to complete a report on the consequences of tourism on Motutapu Island. In your report, you need to explain ; • the impacts of tourism on people (including local residents - Auckland the tourists themselves) • the impacts of tourism on the environment of Motutapu Island (including the landscape and the flora and fauna of the area). • an oral presentation • a video or computer-based presentation • an annotated diagram/map/pictures.

What you are watching… is an example of a power point!

TASK 3 The sustainability, or otherwise, of the selected environment with continued use. WHAT HOW The UNESCO, also need you to explain how tourism is, or is not, a sustainable use of the environment on Motutapu Island. Write a formal report • Explain how some particular tourism operators currently try to minimise the environmental impacts of their tourism activities on Motutapu Island. • Identify and fully explain some general ways in which the environmental impacts of tourism on Motutapu Island can be minimised, in order to make sure that tourism can continue in this area in the future.

Report options… • Students can write feely on refill • Students can have a series of different heading to write under to help organise their ideas • Students can have a graphic organiser where students writing length is more guided. • Students can have a writing frame with sentence starters (helpful for less able students)

This is just one example… Similar things could be done to other standards at all levels • 2. 2 Urban patterns • 3. 3 Significant event • Geographic Contemporary Issues (level 1, 2 and 3) • Global Patterns (Level 1, 2 and 3) What can you come up with? ENJOY the endless possibilities…