Quality

teaching in
NSW public
schools:
An assessment practice guide
2nd edn.
© State of NSW, Department of Education and Training
Professional Learning and Leadership Development Directorate
2006
RYDE NSW

Downloading, copying or printing of materials in this document for personal use or on behalf of
another person is permitted. Downloading, copying or printing of material from this document
for the purpose of reproduction or publication (in whole or in part) for financial benefit is not
permitted without express authorisation.

ISBN 0 73138496 2

SCIS 1273295

This publication is part of the series: Quality teaching in NSW public schools.

The series includes:

• Quality teaching in NSW public schools: Discussion paper (book)
• Quality teaching in NSW public schools: Starting the discussion (book)
• Quality teaching in NSW public schools: An annotated bibliography (book)
• Quality teaching in NSW public schools: A DVD introduction (DVD)

• Quality teaching in NSW public schools: A classroom practice guide (book)

• Quality teaching in NSW public schools: Continuing the discussion about classroom practice
(book)
• Quality teaching in NSW public schools: Continuing the discussion about classroom practice:
Lesson extracts K–6 (video)
• Quality teaching in NSW public schools: Continuing the discussion about classroom practice:
Lesson extracts 7–10 (video)
• Quality teaching in NSW public schools: Continuing the discussion about classroom practice:
Lesson extracts K–10 (DVD)

• Quality teaching in NSW public schools: An assessment practice guide (book)

• Quality teaching in NSW public schools: Continuing the discussion about assessment
practice (book)
Contents
Acknowledgements 4

Introduction 5
Using the guide 6
Structure of the guide 6
Using the coding scales 9
The NSW model of pedagogy 11

Dimension 1 : Intellectual quality 13

1.1 Deep knowledge 14
1.2 Deep understanding 16
1.3 Problematic knowledge 18
1.4 Higher-order thinking 20
1.5 Metalanguage 22
1.6 Substantive communication 24

Dimension 2 : Quality learning environment 27

2.1 Explicit quality criteria 28
2.3 High expectations 30
2.6 Student direction 32

Dimension 3 : Significance 35
3.1 Background knowledge 36
3.2 Cultural knowledge 38
3.3 Knowledge integration 40
3.5 Connectedness 42
3.6 Narrative 44

Appendix 47
Coding sheets 48
Coding scale overview 48

An assessment practice guide 3

Acknowledgements
This guide has been developed by Dr James Ladwig and Professor Jennifer Gore
from The University of Newcastle, in consultation with and on behalf of the NSW
Department of Education and Training. The authors are grateful to the many teachers
and other NSW educators whose critical feedback and valuable suggestions have led
to the final wording of this guide.

The coding scales and other notes in the guide have been informed by research
reported in Quality teaching in NSW public schools: An annotated bibliography (NSW
Department of Education and Training, 2003). In particular, the coding scales are
derived from earlier articulations of many elements of the model in studies conducted
by Professor Fred Newmann and associates on “authentic pedagogy” (1990-95) as
part of the CORS (Center on Organization and Restructuring of School) research
agenda, and Dr James Ladwig and Professor Bob Lingard (project directors) on
“productive pedagogy” (1998-2000) as part of the QSRLS (Queensland School
Reform Longitudinal Study). The coding scales provided in this guide build on, but
substantially revise, these earlier elaborations.

4 Quality teaching in NSW public schools

Introduction
In May 2003, the Department released Quality teaching in NSW public schools:
Discussion paper (NSW Department of Education and Training, 2003). The discussion
paper was developed to focus and support the work of school leaders and teachers
in addressing teaching and learning in NSW public schools as a long-term strategic
priority. The paper proposes a model for pedagogy that can be applied from
Kindergarten to Year 12 and across all key learning areas (KLAs).

The three dimensions and eighteen elements of the NSW Quality teaching model
represent a synthesis of reliable research that empirically links these general qualities
of pedagogy to improved student learning. One of the strengths of the model is that
it synthesises general characteristics of pedagogy, thus making it applicable across
KLAs, subjects and years of schooling. In so doing, the model offers a coherent
framework for addressing pedagogy on a school-wide basis.

This guide has been developed to support school leaders and teachers in their
implementation of the NSW Quality teaching model in relation to assessment practice.
In the NSW model, pedagogy is understood as being constituted by both classroom
practice and assessment practice, given that students’ experience is shaped both by
what happens in classrooms and by what they are asked to do by their teachers. This
document’s focus on assessment practice complements the focus of earlier documents
on classroom practice.

“Assessment is the process of identifying, gathering and interpreting information

about students’ learning. The central purpose of assessment is to provide
information on student achievement and progress and set the direction for
ongoing teaching and learning.” [Principles for assessment and reporting in NSW
government schools, NSW Department of School Education 1996].

Discussing and understanding Quality teaching in relation to “assessment practice”

requires a common and accessible starting point. For this reason, assessment practice
will be analysed with reference to written assessment documents. Written documents
can be either materials prepared for assessing students, such as homework tasks,
in-class tasks, “rich” tasks, research projects, design projects, performance tasks,
classroom tests and formal examinations; or the transcripts of classroom activities
designed for the purpose of producing evidence of student learning. Tasks can refer
to short-term one-off activities or, as in some of the examples included in Continuing
the discussion about assessment practice, long-term multi-dimensional projects.

The assessment practices of teachers are clearly much broader than the written
materials they use for assessing student achievement and progress. The more
restricted definition of assessment used in this guide, however, provides a specific
pathway into improving assessment practice in general, as a key aspect of quality
teaching. That is, the careful analysis of written assessment materials in relation
to the dimensions and elements of the NSW Quality teaching model is designed to
assist reflection on broader assessment issues, including informing ongoing teaching
and learning, developing assessment frameworks, and the strategic collection and
recording of evidence of student achievement.

This guide has been written to assist schools in building a shared vision. It provides
an elaboration of the elements of the model to assist teachers and school leaders to
talk about assessment practice and to understand what constitutes quality teaching.
The elaboration includes specific descriptions, a coding scale, notes and suggestions,
all designed to help clarify what it means to assess well in relation to each element.

An assessment practice guide 5

Using the guide
This guide is organised around fourteen of the elements of the NSW Quality teaching
model. Engagement, social support, students’ self-regulation, and inclusivity are not
included as coding elements for assessing tasks as these will be observed only in
the context of implementing a task, and are best observed as elements of classroom
practice [refer to A classroom practice guide].

The primary purpose of this guide is to support teachers’ professional learning and
professional dialogue. To this end, the guide can be used in two main ways.

First, it is intended to guide teachers’ reflection and analysis, where teachers,

individually or in groups, can use the guide to analyse current assessment materials
in order to understand how those materials might be improved. Such analysis can
focus on any written assessment task.

Second, the document can be used to guide the planning and redesign of
assessment tasks. Again, working together or individually, teachers can consider
how each element might influence their planning of assessment tasks in order to
maximise students’ learning.

It is important to reiterate that the purpose of this guide is to support

teachers’ professional learning and practice. The coding process described
in this guide should be used only where teachers have agreed to its use
in relation to their work. The guide is not intended to be used for the
purpose of teacher assessment. Any use for this purpose has the potential
to undermine its value in supporting teacher professional learning and
dialogue.

Structure of the guide

Each of the elements for coding assessment tasks is elaborated and set out as shown
on the following page.

6 Quality teaching in NSW public schools

 Description
Each element is described in general terms to indicate what might be observed
when the element is highly evident, as opposed to what might be observed
where there is little or no evidence of the element in an assessment task.

Coding scale
Each element is broken down into five “codes” or “scores”, with a descriptor
given for each one. The 1–5 coding scale draws upon observable aspects of
assessment practice, and hence makes distinctions between, for example, none,
some, and all of the task; or minimally through to substantially.

The codes or scores provide the basis for professional reflection and dialogue.
Coming to a shared understanding within a school, or among groups of teachers,
is in itself an important part of the professional learning process in relation to
the NSW Quality teaching model. Being able to name and identify each element
is important in improving practice. Developing a deep understanding of each
element as it relates to assessment practice can be enhanced with the elaboration
provided in these coding scales.

Notes
Notes are provided for each element to highlight certain reminders for teachers
and in response to commonly asked questions about the meaning and application
of the element, especially as it applies to assessment practice.

Suggestions
While teachers should aim for a high score in all three dimensions on all
assessment tasks, it is unrealistic to expect that every task will score highly for
every element. Nonetheless, we encourage teachers to consider what it might
take to move to the higher scores for each element. The suggestions provided in
relation to each element offer some ideas for moving to the higher scores.

Further examples of assessment ideas can be found on the web site:

https://www.det.nsw.edu.au/proflearn/

For a one-stop-shop of teaching ideas linked to NSW syllabuses K–12, go to the

Teaching and Learning Exchange (TaLE) at: www.tale.edu.au

An assessment practice guide 7

1.1 Deep knowledge

Description Notes
Knowledge is deep when it concerns the central ideas or concepts of a topic or 1. The main issue related to deep knowledge is one of quality. Deep knowledge
subject and when the knowledge is judged to be crucial to the topic or subject. Deep requires relevant syllabus content to be organised in such a way that a small set of
knowledge is evident in a task when students are required to address the centrality or ideas or concepts (one or two) is clearly established as the focus of the task. A task
complexity of one or two key concepts or ideas, and to articulate relatively complex incorporates deep knowledge when it is structured such that it assists students to
relationships between central concepts. develop a coherent and purposeful response around a few key concepts.
2. In determining whether or not concepts or ideas are ‘key’ concepts, consider their
Knowledge is shallow or superficial in a task when it does not require students to broader meaning. Ask: “Does this concept or idea have significance for a lot of
address significant concepts or key ideas of a topic or subject, and when concepts or people?”; “Has its meaning lasted over time?”; “Does its meaning hold across a
ideas are fragmented and disconnected from a central focus. wide range of locations?” One of the tasks included in Continuing the discussion
about assessment practice asks students to use the 3 on 2 situation in sport to
their advantage. The deep knowledge lies in recognising the tactical advantage in
using open space as a strategic principle in multiple contexts, including non-sporting
contexts.
3. In curriculum debates, there has been a strong distinction made between depth and
breadth of knowledge, which at times pits one against the other. It is important to
recognise that some breadth is necessary in order to achieve depth of knowledge.
Consequently, depth cannot be achieved in tasks simply by focusing on “less”
content.
4. It is possible for a task to require students to address deep knowledge but require
Coding scale them to demonstrate only superficial understanding.
To what extent does the task focus on a number of key concepts
within topics, subjects or KLAs, and require clear articulation of
the relationships between and among concepts?
Suggestions
• Identify significant concepts in syllabuses by reviewing outcomes, content and
stage statements. Reflect on how the syllabus content can explicitly illustrate the
Deep knowledge
concepts.
1 The task does not require students to address significant concepts or • Focus tasks on relating central concepts and ideas with other concepts, or to
ideas. particular contexts. Linking the task to previously addressed ideas (from either
prior classwork or other tasks) or to new, as yet unexplored, concepts or contexts
are two ways to strengthen the deep knowledge of a task.
2 The task requires students to address some key concepts and ideas but
only at a superficial level. • Ensure the task connects and scaffolds key concepts being addressed.
• Design tasks that require students to draw content together through the use of key
3 The task requires students to address a significant idea, but in general concepts.
they are not required to sustain a focus on key concepts and ideas.
• Require students to carefully draw on a wide range of resources to help build deep
knowledge. Such resources could include field experts, local community services,
4 The task requires sustained focus on key concepts or ideas but does not the Internet and other multimedia sources.
require articulation of the relationships between and among concepts.

5 The task requires sustained focus on key concepts and ideas and requires
clear articulation of the relationships between and among concepts.

Two sample coding sheets are provided in the Appendix to assist in the coding process.
The sheets can be used to record the scores for each element when reviewing an
assessment task.

A coding scale overview is also provided to allow easy access to the coding scales for
all the elements. This overview is best used only when coders have developed a deep
understanding of each of the elements in the guide.

8 Quality teaching in NSW public schools

 Using the coding scales
You can use the coding scales in this guide to code assessment materials, with the
aim of reflecting on and refining or redeveloping those materials.

Steps in the coding process

When coding assessment tasks, it is suggested that you follow these four simple steps.
1. Have a copy of this guide and a coding sheet with you. Two different coding
sheets can be found in the Appendix.

2. Read and reflect on the assessment task.

3. While reading and reflecting, note down any comments or evidence in relation
to the elements of the NSW Quality teaching model.

4. After you finish reading the task, refer to the guide and go through each element
one by one, assigning a score. Refer to any notes you have taken and carefully
read the coding scale, then assign a score for each element on your coding
sheet.

Assigning a score
When coding assessment tasks, you can score only what you can see in the
written task. This is an important concept to remember. In determining scores
for each element, you should consider only the evidence in that specific written
document. Hence you will be coding a segment of assessment practice.

There will be times when you cannot see evidence of an element in the written
task, but are tempted to score the element highly because you assume it will have
happened in association with the written material. Despite this, you must score only
what you can see.

Similarly, if you do not see evidence of an element at all, you may be tempted to
score this element as “not applicable”, rather than a “1”. For the purpose of coding
you should always assign a score to each element. A score of “1” may not necessarily
reflect poor pedagogy, but rather indicate simply that a particular element was not
a feature of the task you coded. However a consistent “1” on any element over time
would indicate an area of assessment practice in need of attention.

When you are coding, consider the explanations given for each element, using the
descriptions of the scores from 1–5. Where you have difficulty in selecting
between two scores, consider whether the minimum conditions of the higher
score have been met. If these conditions have not been met, the lower score
should be used.

The five points on the coding scale represent distinctions that can be made in terms
of the relative presence of the element. These distinctions, however, do not cover
every possible way in which the element will manifest itself in assessment material.
In these instances you need to return to a judgement about whether the conditions
for the higher score are met. If not, you assign the lower score, even if the lower
score descriptor does not exactly capture what you are coding.

Using the scores

Discuss your scores with others and reflect on their implications for improving
assessment practice. The scores themselves are there to provide the basis for
professional reflection, dialogue and development.

An assessment practice guide 9

 The document, Continuing the discussion about assessment practice (NSW Department
of Education and Training, 2004) provides a range of ideas on how you can use the
coding process for professional learning, reflection and dialogue.

High scores are not necessarily achieved by a particular style of assessment or

assessment strategy. Rather, high scores require an approach to assessment that
is clear about the answers to the following four questions in the context of trying
to achieve high levels of Intellectual Quality, Quality Learning Environment and
Significance:

• What do you want the students to learn?

• Why does that learning matter?

• What are you going to get the students to do (or to produce)?

• How well do you expect them to do it?

Finally, remember that the purpose of undertaking the coding is to strengthen

assessment practice. Obviously, if you are working within a faculty, stage group
or with an individual within a professional learning program, you would look at a
number of tasks over time, as well as analysing units and classroom practice. Each of
these activities contributes to the quality of teaching, and it is important to see them
all as part of a whole.

10 Quality teaching in NSW public schools

The NSW Quality teaching model
The model of pedagogy presented in the Quality teaching in New South Wales public
schools: Discussion paper (NSW Department of Education and Training, 2003) has
three dimensions that represent classroom and assessment practices that have been
linked to improved student outcomes. These three dimensions are:

1. Pedagogy that promotes high levels of intellectual quality.

Intellectual quality refers to pedagogy focused on producing deep understanding

of important, substantive concepts, skills and ideas. Such pedagogy treats
knowledge as something that requires active construction and requires students
to engage in higher-order thinking and to communicate substantively about what
they are learning.

2. Pedagogy that establishes a high quality learning environment.

Quality learning environment refers to pedagogy that creates classrooms where

students and teachers work productively in an environment clearly focused on
learning. Such pedagogy sets high and explicit expectations and develops positive
relationships between teachers and students and among students.

3. Pedagogy that generates significance by connecting students with the intellectual

demands of their work.

Significance refers to pedagogy that helps make learning more meaningful and
important to students. Such pedagogy draws clear connections with students’
prior knowledge and identities, with contexts outside of the classroom, and with
multiple ways of knowing or cultural perspectives.

Each of the three dimensions of the NSW Quality teaching model is comprised of a
number of elements. The 14 elements that pertain to assessment practice are presented
in Table 1.

Intellectual quality Quality learning Significance

environment

Deep knowledge Explicit quality criteria Background knowledge

Deep understanding High expectations Cultural knowledge

Elements

Problematic knowledge Student direction Knowledge integration

Higher-order thinking Connectedness

Metalanguage Narrative

Substantive
communication

Table 1: The dimensions and elements of the NSW Quality teaching model used in this guide

The discussion paper and other support materials related to Quality teaching in NSW
public schools can be found on the web site:
https://www.det.nsw.edu.au/proflearn/

An assessment practice guide 11

12 Quality teaching in NSW public schools
Dimension 1:
Intellectual quality

Elements

1.1 Deep knowledge

1.2 Deep understanding

1.3 Problematic knowledge

1.4 Higher-order thinking

1.5 Metalanguage

1.6 Substantive communication

 Intellectual Quality

1.1 Deep knowledge

Description
Knowledge is deep when it concerns the central ideas or concepts of a topic or
subject and when the knowledge is judged to be crucial to the topic or subject. Deep
knowledge is evident in a task when students are required to address the centrality or
complexity of one or two key concepts or ideas, and to articulate relatively complex
relationships between central concepts.

Knowledge is shallow or superficial in a task when it does not require students to

address significant concepts or key ideas of a topic or subject, and when concepts or
ideas are fragmented and disconnected from the central focus.

Coding scale
To what extent does the task focus on a number of key concepts
within topics, subjects or KLAs, and require clear articulation of
the relationships between and among concepts?

Deep knowledge

1 The task does not require students to address significant concepts or

ideas.

2 The task requires students to address some key concepts and ideas, but
only at a superficial level.

3 The task requires students to address a significant idea, but in general

students are not required to sustain a focus on key concepts and ideas.

4 The task requires sustained focus on key concepts or ideas, but does not
require articulation of the relationships between and among concepts.

5 The task requires sustained focus on key concepts and ideas and requires
clear articulation of the relationships between and among concepts.

14 Quality teaching in NSW public schools

Intellectual Quality

Notes
1. The main issue related to deep knowledge is one of quality. Deep knowledge
requires relevant syllabus content to be organised in such a way that a small set
of ideas or concepts (one or two) is clearly established as the focus of the task.
A task incorporates deep knowledge when it is structured in such a way that it
assists students to develop a coherent and purposeful response around a few key
concepts.
2. In determining whether or not concepts or ideas are ‘key’ concepts, consider their
broader meaning. Ask: “Does this concept or idea have significance for a lot of
people?”; “Has its meaning lasted over time?”; “Does its meaning hold across a
wide range of locations?” One of the tasks included in Continuing the discussion
about assessment practice asks students to use the 3-on-2 situation in sport to
their advantage. The deep knowledge lies in recognising the tactical advantage in
using open space as a strategic principle in multiple contexts, including non-sporting
contexts.
3. In curriculum debates, there has been a strong distinction made between depth and
breadth of knowledge, which at times pits one against the other. It is important to
recognise that some breadth is necessary in order to achieve depth of knowledge.
Consequently, depth in tasks cannot be achieved simply by focusing on “less”
content.
4. It is possible for a task to require students to address deep knowledge but require
them to demonstrate only superficial understanding.

Suggestions
• Identify significant concepts in syllabuses by reviewing outcomes, content and
stage statements. Reflect on how the syllabus content can explicitly illustrate the
concepts.
• Focus tasks on relating central concepts and ideas with other concepts, or to
particular contexts. Linking the task to previously addressed ideas (from either prior
classwork or other tasks) or to new, as yet unexplored, concepts or contexts are two
ways to strengthen the deep knowledge of a task.
• Ensure that the task connects and supports the key concepts being addressed.
• Design tasks that require students to draw content together through the use of key
concepts.
• Require students to draw carefully on a wide range of resources to help build deep
knowledge. Such resources could include field experts, local community services,
the Internet and other multimedia sources.

An assessment practice guide 15

 Intellectual Quality

1.2 Deep understanding

Description
Deep understanding is evident in a task when students are required to provide
information, arguments or reasoning that demonstrate their grasp of central ideas
and concepts. Tasks that are high in deep understanding are likely to require students
to explore relationships, solve problems, construct explanations and draw conclusions
in relatively systematic, integrated or complex ways in relation to the central ideas
or concepts.

Understanding is shallow or superficial in a task when students are required only

to present ideas in a limited or narrow way. Tasks that require students to repeat
fragmented pieces of information, perform routine operations or provide limited
interpretations without making clear distinctions, solving problems or demonstrating
complex understandings, will allow them to demonstrate only superficial understanding
of their learning.

Coding scale
To what extent does the task require students to demonstrate
deep rather than superficial understanding of their learning?

Deep understanding

1 The task requires students to demonstrate only shallow understanding.

2 The task mostly requires students to demonstrate only shallow

understanding, with one or two minor exceptions.

3 The task requires both deep and shallow understanding at different

points.

4 A substantial part of the task requires students to provide information,

arguments or reasoning that demonstrate deep understanding.

5 The entire task requires students to provide information, arguments or

reasoning that demonstrate deep understanding.

16 Quality teaching in NSW public schools

Intellectual Quality

Notes
1. The essential difference between deep knowledge and deep understanding is that
deep knowledge is about the knowledge that students are required to address,
while deep understanding is about the learning that students are required to
demonstrate.
2. Understanding can be demonstrated in oral, written, symbolic or performance
modes; what is important is that opportunities for students to engage actively with
the knowledge are built into the task. Opportunities for students to demonstrate
their understanding include requiring them to explore relationships, solve problems,
construct explanations and draw conclusions.
3. Coding tasks for deep understanding may require depth of knowledge of the specialist
content on the part of the coder.
4. It is possible for a task to require students to focus on complex concepts and ideas
while showing only superficial understanding. For example, tasks about central
ideas that require deep knowledge do not always require students to demonstrate
deep understanding of those ideas but allow students to mimic or recall knowledge
in ways that demonstrate only shallow understanding.

Suggestions
• Allow students sufficient time on the task to enable them to demonstrate deep
understanding.
• Structure the task so that students are required to demonstrate explicitly the links
between concepts, ideas, facts, personal experiences and perspectives.
• Focus both formative and summative tasks on deep understanding.

An assessment practice guide 17

 Intellectual Quality

1.3 Problematic knowledge

Description
Knowledge is treated as problematic in a task when it requires students to treat
knowledge not as a fixed body of information, but rather as being socially constructed,
and hence subject to political, social and cultural influences and implications. A task
high on problematic knowledge will require students to present multiple, contrasting
and potentially conflicting forms of knowledge and recognise them as constructed
and open to question.

Knowledge is not treated as problematic when the task requires students to treat
knowledge only as fact, a body of truth to be acquired. A task low in knowledge as
problematic will require students to treat knowledge as static and open to only one
interpretation.

Coding scale
To what extent does the task require students to present or
analyse alternative perspectives and/or solutions and to
demonstrate how the construction of knowledge relates to their
understanding of the task?

Problematic knowledge

1 The task requires all knowledge to be presented only as fact and not
open to question.

2 The task requires some knowledge to be treated as open to question.

3 The task requires knowledge to be treated as socially constructed, with

multiple perspectives addressed.

4 The task requires knowledge to be treated as socially constructed, with

multiple perspectives not only presented but explored through questioning
of their basic assumptions.

5 The task requires knowledge to be treated as socially constructed, with

multiple and/or conflicting interpretations presented and explored to
the extent that a judgement is made about the appropriateness of an
interpretation in a given context.

18 Quality teaching in NSW public schools

Intellectual Quality

Notes
1. Arguing a point of view, as in a debate or a discussion paper, can aid in demonstrating
that knowledge is problematic. Debates, however, do not necessarily lead to
understanding the problematic nature of knowledge, unless the opposing views are
analysed in such a way as to interrogate the political, social and cultural assumptions
on which the views are based.
2. Similarly, the expression of personal opinions or differing views do not in themselves
demonstrate problematic knowledge, unless the knowledge on which these views
or opinions are based is open to query, and is analysed as problematic (constructed
and open to question).
3. It is important to recognise that understanding knowledge as problematic is not
restricted to more mature students. Kindergarten students can be introduced to the
idea of knowledge as problematic. For example, in talking about me and my family,
they can see that families mean different things to different people (one, two or
many parents; no siblings or many; extended family or nuclear) and that the notion
of family depends on the circumstances.

Suggestions
• Ask students to provide alternative solutions as an initial step in recognising the
problematic nature of knowledge.
• Construct tasks so that students are required to explore the assumptions underpinning
a variety of perspectives when presenting a theme or topic.
• In designing tasks, include opportunities for students to construct their own
knowledge, for example by conducting science experiments or engaging in other
problem solving activities and examining the assumptions on which their solutions
are based.
• Include in the task questions which require students to discuss and identify how
knowledge is viewed or constructed differently over time and by different groups,
such as: Why is this so? Whose point of view is expressed? Whose knowledge is
this? Who is advantaged? Who is disadvantaged? How has this view changed over
time? Whose views are left out?
• In the task, require students to explore what the central concept of the unit may
mean to a range of cultural groups, and how that meaning may have changed over
time.
• In the task, require students to challenge and question knowledge to identify bias or
to question what counts as knowledge, what the nature of knowledge is, and what
knowledge is of most worth.

An assessment practice guide 19

 Intellectual Quality

1.4 Higher-order thinking

Description
A task high on higher-order thinking requires students to manipulate information
and ideas in ways that transform their meaning and implications. This transformation
occurs when students combine facts and ideas in order to synthesise, generalise,
explain, hypothesise or arrive at some conclusion or interpretation. Tasks which
require students to manipulate information and ideas to solve problems and create
(for them) new meanings and understandings will be high in higher-order thinking.
When students are required to engage in higher-order thinking, they may generate
unexpected concepts, ideas and products.

A task low on higher-order thinking requires students to deal only with factual
information or to engage in repetitive activity. Tasks which require students to recall
information, define, describe, identify, list, or reproduce given content knowledge or
to perform routine procedures are addressing only lower-order thinking.

Coding scale
To what extent does the task require students to organise,
reorganise, apply, analyse, synthesise and evaluate knowledge
and information?

Higher-order thinking

1 The task requires students to demonstrate only lower-order thinking.

2 The task requires predominantly lower-order thinking, but at some point

students are required to demonstrate higher-order thinking as a minor
diversion.

3 The task requires predominantly lower-order thinking, but there is at

least one significant question or activity which requires students to
demonstrate higher-order thinking.

4 A substantial portion of the task requires students to demonstrate higher-

order thinking.

5 Throughout the task students are required to demonstrate higher-order

thinking.

20 Quality teaching in NSW public schools

Intellectual Quality

Notes
1. It is important to note that the relationship between higher-order thinking and
depth is complementary, but not simple. Lower-order thinking is essential for
building the foundations for understanding; however, unless there are opportunities
to engage in higher-order thinking, it is unlikely that students will demonstrate deep
understanding of a concept. That is, a task which requires students to use processes
for higher-order thinking will allow students to demonstrate deep understanding
only if the ideas being addressed are substantive and relevant to the purpose of the
task.
2. Thinking does not necessarily become higher-order when the complexity of the task
increases. For example, when students need only to follow pre-specified steps and
routines or employ algorithms or write variations on sentence patterns in a rote
fashion, they are engaging in lower-order thinking.
3. Tasks that involve preparation for performance, role-play, or moves in sport will
require higher-order thinking if students are required to engage in problem-solving
in order to create a different or improved result.

Suggestions
• Bloom’s Taxonomy is a useful guide when you are framing higher-order questions
and tasks.
• Provide opportunities for students to:
- construct meaning from information (by classifying, summarising, inferring,
comparing, or explaining)
- separate information (or procedures or techniques) into parts and determine how
the parts relate to one another and/or how they relate to an overall purpose or
structure (such as when students analyse, compare, contrast, organise, distinguish,
examine, illustrate, point out, relate, explain, or differentiate content)
- make judgements based on criteria and/or standards (such as when students
evaluate, comment on, check, criticise, judge, critique, discriminate, justify, or
interpret content)
- put elements together to form a coherent or functional whole, or reorganise
elements into a new pattern (such as when students combine, create, design,
plan, rearrange, reconstruct, generate, or produce).
• Pose questions that can have multiple answers or possibilities and ask students to
justify their responses or evaluate information from a variety of sources.
• Extend student responses beyond simple recall by constructing layered questions
such as: How does this compare with your previous responses? and What might be
the result if you changed the context?
• Provide opportunities for students to evaluate, manipulate and transform information,
e.g. developing a new product, movement, composition, text or scenario.
• Ensure that every task poses at least one significant question requiring higher-order
thinking.

An assessment practice guide 21

 Intellectual Quality

1.5 Metalanguage

Description
A task high in metalanguage requires students to address language and how it works.
In such a task, students are required to foreground particular aspects of texts (where
text refers to communication in any medium which conveys information and ideas, for
example written, spoken, visual or symbolic languages). Tasks high in metalanguage
will require students to point out how differing sentences, types of texts, discourses
and other symbolic representations actually work, to compare and contrast texts, or
to explore how language and symbols can be used to construct texts, knowledge and
power.

A task low in metalanguage requires no explicit reference to language and language

use or to how texts work. The emphasis is on simply completing the task without
questioning the structure and function of the language.

Coding scale
To what extent does the assessment task require students to use
metalanguage by commenting on language and how it works?

Metalanguage

1 The task does not require students to refer to or comment on the language
being used.

2 The task requires students to make some reference to language, but not
to how it works.

3 The task requires students to make some reference to language and how
it works.

4 The task requires students to make substantial reference to language

and how it works.

5 The task requires students to make substantial reference to, and complex
comments on, language and how it works.

Notes

22 Quality teaching in NSW public schools

Intellectual Quality

1. Using the specialist terminology of KLAs and subjects is not in itself metalanguage.
At the simplest level of metalanguage, a task may require students to define
specialist terminology in their own words. More advanced uses of metalanguage
would include consideration of how the language (or symbol system) being analysed
works to structure meaning in particular ways, for instance how emotive words help
construct a point of view.
2. It is important to note that symbol systems (musical notation, scientific and
mathematical equations, etc) operate as forms of language when they structure
meaning. Language about, or commentary on, how these symbolic systems function
can be considered metalanguage.
3. Visual codes are also language systems that structure meaning. Many subjects use
films, graphics, design, performance such as dance, or works of art as part of
teaching and learning. Teachers can set tasks that require students to articulate and
reflect on how images work to construct meaning.

Suggestions:
• Design tasks that require students to explain how they have used particular terms
in their response.
• Where appropriate include specific questions about language use in a task: for
example, How does the language used in the extract affect your interpretation, and
why? or How does the language/symbol system used in the extract/ performance /
formula reflect the attitude of particular groups or ideologies?
• Set tasks that require students to use and comment on visual representations, for
example artworks or scenes from a film.
• Where appropriate, have students explain the language choices they made in their
responses, for example the use of technical language to make a science report more
precise, the use of emotive language to make an argument appeal to a reader, the
use of particular arm movements in a dance to signify strength.

An assessment practice guide 23

 Intellectual Quality

1.6 Substantive communication

Description
This element identifies the quality of communication (oral, written or symbolic)
required to promote coherent understanding. A task scoring highly for substantive
communication will require students to elaborate their arguments and/or explanations,
providing an extended response which focuses on the key concepts of the topic.

A task which requires little or no substantive communication may consist of single-

answer questions, simple multiple choice questions, or the presentation of a product
without any elaboration.

Coding scale
To what extent does the task require students to elaborate their
understanding in a sustained and substantive fashion?

Substantive communication

1 The task requires no substantive communication.

2 The task requires students to communicate their knowledge of the topic

or idea through brief responses, which demand no elaboration.

3 The task requires students only to present ideas, concepts or arguments

related to the topic, rather than an elaboration of their understanding of
them.

4 The task requires students to present some sustained clarification of the

ideas, concepts or arguments related to the substance of the topic.

5 The task requires students to produce an elaborate, sustained and

coherent clarification of complex ideas, concepts or arguments directly
related to the substance of the topic.

24 Quality teaching in NSW public schools

Intellectual Quality

Notes
1. Substantive communication can be oral, written, non-verbal or symbolic. In a symbolic
language such as mathematics, the communication may include the explanation of
different approaches to a number solution or an elaboration of the algebraic processes
required to reach particular conclusions. In dance, the communication may include
the physical demonstration of the merits of a variety of solutions to a problem or the
factors aiding or hindering the development of a particular solution.
2. Substantive communication has the following characteristics:
• It is sustained; that is, the communication continues a thought or idea beyond
simple question and answer, by developing a logical extension or synthesis
through a line of reasoning.
• The communication is focused on the substance of the task. It moves beyond
the mere recounting of experiences, facts, definitions or procedures to critical
reasoning such as making distinctions, applying ideas, forming generalisations
and raising questions.
3. In a group task, the focus may be on the way in which a point of discussion is taken
up by others and on the overall flow of information and ideas is at least two-way in
direction.

Suggestions
• Set a task of sufficient length to require an elaborate response from students.
• Set tasks based on open-ended questions that require students to give more than
yes/no answers.
• Structure tasks to extend communication by having students read or view and react
to each other’s writing, artworks, performances.

An assessment practice guide 25

26 Quality teaching in NSW public schools
Dimension 2:
Quality learning
environment

Elements

2.1 Explicit quality criteria

2.3 High expectations

2.6 Student direction

Note: Engagement, Social support and Students’ self-regulation are not included as
coding elements for assessing tasks as they will be observed only in the context
of the implementation of the task, and therefore are best observed as elements of
classroom practice.
 Quality Learning Environment

2.1 Explicit quality criteria

Description
High explicit quality criteria in a task is identified by detailed and specific statements
about the quality of work required of students. Explicit quality criteria become a
reference point for assessing student work when it is clear how those criteria will be
used to assess students’ work.

Low explicit quality criteria in a task is identified by an absence of written reference

to the quality of work expected of students. Reference to technical or procedural
requirements only (such as the number of examples, the length of an essay or the
duration of a presentation) is not evidence of explicit quality criteria.

Coding scale
To what extent does the task provide explicit criteria for the quality
of work which students are expected to produce, and use those
criteria as a reference point for assessing the students’ work?

Explicit quality criteria

1 No explicit statements regarding the quality of work are made. Only

technical and procedural criteria are made explicit.

2 Only vague statements are made regarding the desired quality of work.

3 Clear statements are made regarding the quality of work, but there is
little elaboration of what it means to do well.

4 Clear statements are made regarding the quality of work and there is
some elaboration of what it means to do well.

5 Statements regarding the quality of work are made explicit and it is clear
how these criteria will be used in assessing students’ work.

28 Quality teaching in NSW public schools

Quality Learning Environment

Notes
1. Designating what students are to do in order to complete a task does not by itself
clarify what counts as high quality work. Merely outlining what students are supposed
to complete is procedural. Explicit quality criteria, on the other hand, clarify for all
students what the teacher expects in terms of high-quality completion of a task.
2. Modelling of a task by the teacher does not constitute clear quality criteria as
students may merely mimic what they have observed. However joint construction
with the teacher, or within a group of students, where students are engaged in
producing their own model of what constitutes a high-quality response to a task,
can be regarded as high in explicit quality criteria.
3. In some practical creative tasks, it may not be possible to develop explicit quality
criteria for particulars of the required product, as students may create their own
work by determining the style, genre and materials they select. However, it is still
possible to provide some general criteria which may be refined as the students
develop their work.
4. While the coding scale places value on the articulation of detailed criteria, simply
listing detailed criteria may not give a full picture of what constitutes high-quality
work. For instance, at times when the “whole is greater than the sum of the parts”, it
may be useful to clarify the difference between a holistic impression in contrast to a
point by point analysis. In the construction of a holistic grading rubric associated with
a set of marking criteria, clear connections should be made between the elements
within a rubric and the separate criteria. Holistic rubrics should make clear how
credit is given to the components within the rubric.

Suggestions
• As you design the task, keep in mind the questions: What do I expect the students
to produce? and How well do I expect them to do it?
• When devising rubrics for assessment, consider whether the criteria refer to the
quality of the work explicitly, or merely give procedural or technical instructions.
• Involve students in the joint construction of clear criteria that explicitly describe the
quality of work expected for the task. If the students have some control over the
development of the assessment rubric they may have a greater understanding of
what quality means.
• Use the criteria to assess students’ work and to provide feedback during development,
as well as on completion of the task.
• Provide annotated exemplars, work samples or models that illustrate high-quality
student performance based on the criteria. These exemplars could be in the form of
work from past students or from other sources.
• Be clear about what counts as a high-quality performance and communicate these
criteria clearly, so that all students know what quality work looks like, rather than
spending lots of time articulating different bands or levels of performance.

An assessment practice guide 29

 Quality Learning Environment

2.3 High expectations

Description
Expectations are high when a task presents challenges to all students through the
kind and level of material selected. High expectations are set when a task encourages
and rewards students for taking conceptual or other risks in demonstrating their
learning, whether the challenge of the task is intellectual, physical or performance-
based.

Expectations are low when a task demands little of students in terms of conceptual
challenge or risk-taking. An assessment task which implies that some students will
be unable to complete the work also delivers low expectations.

Coding scale
To what extent does the task communicate high expectations of
all students and encourage students to take conceptual risks?

High expectations

1 The task does not require students to participate in any challenging

work.

2 The task presents some challenging work for some students.

3 The task presents some challenging work for most students.

4 The task presents a serious challenge for all students.

5 The task presents serious challenges to all students, and encourages

them to take risks in demonstrating their learning.

30 Quality teaching in NSW public schools

Quality Learning Environment

Notes
1. High expectations is not about the scope or size of the task but about the degree to
which all students are required to engage in challenging work.
2. Where a task includes differing expectations of performance it is important that
these are communicated in such a way that all students can attempt the highest
level of challenge and receive recognition for their achievements.
3. Teachers who view intelligence as dynamic and fluid, rather than as static and
unchanging, are less likely to have rigid preconceived notions about what students
will or will not be able to achieve.
4. When teachers and school leaders maintain high expectations through the tasks
that are set, they encourage in students a desire to aim high rather than to merely
get by. To expect less is to do students a disservice, not a favour.
5. Research has shown that teachers’ expectations for students tend to be self-fulfilling.
That is why Jere Brophy (1998, cited in the Annotated Bibliography,2003) advises
teachers to always treat students as enthusiastic learners, if they want them to
become enthusiastic learners.

Suggestions
• Ask yourself: What do I want the students to do to achieve deep understanding or
to demonstrate their learning? and How well do I expect them to do it?
• Set tasks that require students to take conceptual risks by critically evaluating
the substance (assumptions, knowledge claims, values, forms of evidence, etc)
addressed in the task or the task itself.
• Refer to the standards set out in the syllabus outcomes, content and stage statements,
and in student work samples (if available), to develop a clear understanding of the
expectations for the students’ current stage, and for the stage beyond.
• Reflect on and challenge your own assumptions and preconceptions about the
capacities of individual students to engage in challenging work.

An assessment practice guide 31

 Quality Learning Environment

2.6 Student direction

Description
A task with high student direction has students exercising control over one or more
of the following significant aspects of a task:

• choice of activities to be included in the task

• time spent on the task

• pace at which the task is completed

• criteria by which they will be assessed.

When a task requires students to assume responsibility for the activities in which
they engage, and/or how they complete them, the activities are likely to be student-
centred (e.g. group work, individual research and practical investigation projects).

A task with low student direction has no input from students into the design of the task.
The teacher explicitly determines what activities constitute the task, how and when
the task is to be completed, and the criteria by which the task will be assessed.

Coding scale
To what extent is the task designed so that students exercise
some direction over the selection of activities related to their
learning and the means and manner by which these activities will
be done?

Student direction

1 All aspects of the task are explicitly designated by the teacher for
students.

2 Although students are given some control over some aspect of the task
(choice, time, pace, assessment), their control is minimal or trivial.

3 Students are able to exercise some control in relation to at least one

significant aspect of the task.

4 The task gives students substantial control, with negotiation possible

over at least some significant aspects of the task.

5 Students determine many significant aspects of the task either independent

of, or dependent on, teacher approval.

32 Quality teaching in NSW public schools

Quality Learning Environment

Notes
1. The element of student direction is not about teachers relinquishing their responsibility
for helping students to demonstrate their learning. Rather this element acknowledges
the importance of teachers providing opportunities for students to exercise control
over one or more of four aspects:
• Choice of activities: Students have some opportunities to select from a range of
activities, or to choose the topic or focus of an activity, or the way in which they
might undertake an activity, the sources of information they might draw upon or
the method of presentation.
• Time spent on activities: Students have an opportunity to exercise control over
the time spent on activities, deciding or negotiating how much time they require
to complete an activity.
• Pace of completion: Students have the opportunity to exercise control over how
quickly they complete their work.
• Criteria by which they will be assessed: Students have opportunities to negotiate
or contribute to determining the criteria by which they will be assessed.
2. In designing tasks, teachers will have different scope to provide opportunities for
students to exercise control over these four aspects, depending on the subject they
are teaching or the stage of their students. For example, while teachers of HSC
subjects may not have much latitude in determining the content and assessment
criteria, there are still ways in which students can take responsibility for overall
pacing issues, or for deciding the form of assessment tasks or their responses to
such tasks.

Suggestions
• Incorporate scaffolded choices within tasks, e.g. tiered activities with multiple
entry and exit points, so that students can determine where they begin and what
challenges they can meet.
• Negotiate tasks and be open to ideas suggested by students. Ask students: How
can you show that you understand this? What might be produced as a result of this
learning?
• Provide multiple pathways for students to demonstrate and teachers to assess
learning outcomes, e.g. logbooks, presentations, performances, reflective journals,
portfolios, models and online products.
• Allow students to demonstrate their learning in different ways; for example, a
biography could be presented as written text or as a timeline.

An assessment practice guide 33

 Quality Learning Environment

34 Quality teaching in NSW public schools

Dimension 3:
Significance

Elements

3.1 Background knowledge

3.2 Cultural knowledge

3.3 Knowledge integration

3.5 Connectedness

3.6 Narrative

Note: Inclusivity is not included as a coding element for assessing tasks as it will be
observed only in the context of the implementation of the task, and therefore is
best observed as an element of classroom practice.
 Significance

3.1 Background knowledge

Description
High background knowledge is evident when a task provides students with
opportunities to make connections between their prior knowledge and experience
and the content, skills and competencies being assessed. Background knowledge
may include prior school knowledge, or it may include ‘out-of-school’ knowledge,
such as local knowledge, cultural knowledge, personal experience and knowledge of
media and popular culture.

Low background knowledge is evident when a task addresses new content, skills
and competencies without providing any opportunities for students to incorporate
their prior knowledge of the topic, and when the task does not draw upon relevant
or key background knowledge that might enhance students’ comprehension and
understanding of the new knowledge.

Coding scale
To what extent does the assessment task draw upon students’
background knowledge, and require students to make links
between prior knowledge and new knowledge?

Background knowledge

1 Students’ background knowledge is not mentioned or elicited.

2 Students’ background knowledge is mentioned or elicited but only in a

trivial way, and it is not connected to the substance of the task.

3 Students’ background knowledge is mentioned or elicited and is connected

to the substance of the task.

4 Students’ background knowledge is mentioned or elicited, is connected

to the substance of the task, and includes connection to out-of-school
background knowledge.

5 Students’ background knowledge is substantially incorporated into the

task, and meaningful connection to out-of-school knowledge is integral
to the task.

36 Quality teaching in NSW public schools

Significance

Notes
1. Students’ background knowledge can come from just about anywhere – from their
individual experiences, their prior learning (in or out of school), knowledge obtained
within their own families and communities and from their experiences of work. The
main focus of this element is whether or not the background knowledge of students
in the class is valued and linked with the substance of the task.
2. Background knowledge will differ for students in a group, so when designing a task
which incorporates such knowledge, teachers should not make assumptions that all
students will be familiar with the same background knowledge. This is true for both
in-school and out-of-school background knowledge.
3. Eliciting background knowledge does not necessarily require explicit mention of
prior knowledge; it can be implied.

Suggestions
• In designing a task, draw direct connections with prior school knowledge that
students might utilise in completing the task.
• Require students to draw direct connections between prior school work and the
task.
• Incorporate background knowledge in tasks through reference to family, community,
previous experience and popular culture.
• Construct tasks that require students to substantially draw on knowledge they have
gained in out-of-school contexts. Given the different background knowledge that
students in a group would bring to a task, such tasks would require that students
have some control over the substance they bring to the task.

An assessment practice guide 37

 Significance

3.2 Cultural knowledge

Description
A task has high levels of cultural knowledge when it recognises claims to knowledge
from multiple social groups in an authentic, detailed and profound manner. Different
social groupings are identified in relation to the dominant Australian culture and
are distinguished by such characteristics as socio-economic status, gender, ethnicity,
race, age, sexuality, disability, language and religion.

A task has low levels of cultural knowledge when the dominant culture is regarded
as the only source of acceptable knowledge and there is little or no recognition of
the knowledge, skills and understandings of other diverse social groups. Cultural
knowledge in a task is also low when it is used simply to compare social groups,
based on superficial characteristics.

Coding scale
To what degree is the cultural knowledge of diverse social
groupings incorporated and valued in the task?

Cultural knowledge

1 The task requires no explicit recognition or valuing of other than the

knowledge of the dominant culture.

2 The task requires students to refer to some cultural knowledge, but only
in a superficial way.

3 The task requires students to recognise and value some cultural

knowledge, but within the framework of the dominant culture.

4 The task requires students to include substantial recognition and valuing

of cultural knowledge, and to challenge the framework of the dominant
culture.

5 The task requires students to include substantial recognition of cultural

knowledge, and to value this knowledge and the knowledge of the
dominant culture equally.

38 Quality teaching in NSW public schools

Significance

Notes
1. The element of cultural knowledge concerns the recognition and valuing of the
knowledge of different social groups, whereas the element of inclusivity (refer to
A classroom practice guide) refers specifically to recognising and valuing students
from diverse social groups in the class. Hence, tasks can be assessed for cultural
knowledge, regardless of the diversity or homogeneity of the class.
2. Cultural knowledge defines features of social groups which people sometimes use
to identify themselves as part of a particular social group. While some social groups
experience prejudice and disadvantage, cultural knowledge is not an indicator
of disadvantage, but rather a valuable resource upon which teachers can build
learning. For example, the inclusion of Aboriginal cultural knowledge in KLAs and
subjects strengthens the understanding by all students that social groups represent
knowledge in different rather than “lesser” ways.
3. The term “culture” is used here in a broad sense to include markers of cultural
difference within Australian society. In this sense, it would be possible to consider
more groups than those listed above as being sources of cultural knowledge. For
example, people living in rural and remote areas will have specific knowledge of
Australia and its institutions that is recognisable as cultural knowledge.
4. Tokenistic or contrived inclusions of cultural knowledge are to be avoided as they
can be self-defeating. There are plenty of opportunities to incorporate cultural
knowledge in the assessment tasks of KLAs and subjects. Recognition of cultural
knowledge can be legitimately incorporated in order to strengthen the substance of
the assessment task, such as recognising the Middle-Eastern origins of our number
system or the non-Western origins of parliamentary systems of government, or
acknowledging multiple family structures as legitimate and equally valuable.

Suggestions
• In designing tasks, provide opportunities for students to look beyond stereotypes
used to describe different social groups.
• Require students to refer to knowledge from more than one social group when
addressing a particular issue and, where available, to use resources endorsed by
those social groups.
• Require students to reconsider their work or ideas from a cultural viewpoint different
from their own, such as socio-economic status, gender, age, disability.
• Require students to respond to an issue or design a strategy or product for a
particular social group, and to elaborate their considerations.

An assessment practice guide 39

 Significance

3.3 Knowledge integration

Description
A task includes high knowledge integration when students are required to make
meaningful connections between different topics and/or between different subjects.
For instance, when students are asked to address themes or problems which require
knowledge from multiple topics or subject areas, knowledge integration will be high.

In a task with low knowledge integration, students are not required to make
meaningful connections between different topics and/or between different subjects.
When knowledge boundaries are too narrowly defined, opportunities for students to
demonstrate meaningful connections within and between topics or subject areas may
be lost.

Coding scale
To what degree does the task integrate knowledge within and
between subjects or key learning areas?

Knowledge integration

1 The task requires no meaningful connections. All knowledge required

for the task is restricted to that explicitly defined within a single topic or
subject area.

2 The task requires students to make some minor or trivial connections,

but knowledge is mostly confined to that of a specific topic or subject
area.

3 The task requires students to make at least one meaningful connection

between topics or subject areas.

4 The task requires students to make several meaningful connections

between topics or subject areas.

5 The task requires students to make substantial and meaningful

connections, not only within but also between subject areas.

Notes

40 Quality teaching in NSW public schools

Significance

1. It is important to recognise that the element of knowledge integration assumes that

the task will assess knowledge from different disciplinary bases. To say that meaningful
connections are made between subject areas implies that subject knowledge must
be present. That is, while the integration of subjects is a means of developing
significance, it is important not to lose sight of just what is being integrated. An
assessment task which requires integration of knowledge, understandings and skills
from other subject areas gives students the opportunity to demonstrate enhanced
learning only if this integration contributes to the deep understanding of core
concepts.
2. Thematic or problem-based curricula do not necessarily produce knowledge
integration. They can result in a series of loosely connected activities which neither
deepen the understanding of particular subjects nor illuminate the connections
between them.
3. The mandates of cross-curriculum perspectives and policies, such as literacy
and numeracy, Aboriginal education, multicultural education, gender equity and
environmental education, provide explicit contexts in which meaningful connections
between knowledge from different subject areas can be required in an assessment
task. However, a cross-curricular design for a task will not guarantee that knowledge
integration will be meaningful.
4. Judgements about the degree of knowledge integration in a task are not dependent
on the structure of the syllabus, given that some syllabuses are highly integrated.
Instead, judgements about knowledge integration depend on knowledge of topics
and concepts within disciplines.
5. Determining whether a task includes meaningful connections within a subject or
KLA may require considerable depth of specialist knowledge of the subject or KLA
on the part of the coder.

Suggestions
• Plan integrated tasks using identified syllabus outcomes from more than one KLA or
subject, where appropriate. This would involve identifying the significant concepts
of each syllabus and ensuring that the assessment task provides opportunities to
demonstrate achievement of all identified syllabus outcomes.
• Require students to draw directly on knowledge gained in another subject area.
Where possible, base such requirements on your own knowledge of what students
are learning in other KLAs (that is, meet with colleagues in stage or year level teams
to link learning outcomes).

An assessment practice guide 41

 Significance

3.5 Connectedness

Description
High connectedness is evident when a task has value and meaning beyond
the classroom and school. An assessment task exhibits high connectedness by
addressing either a public problem or actual experiences or situations that students
will confront. A task shows a high degree of connectedness when it requires students
to interact with an audience beyond the classroom by communicating knowledge to
others (including within the school). For example, tasks which require students to
advocate solutions to social problems, to provide assistance to people, or to create
performances or products and explore their utilitarian or aesthetic value, would rate
highly on connectedness.

An assessment task with little or no connectedness is deemed important for success

only in school (now or later), but for no other aspects of life. Such a task has no
impact on others and serves only to certify the students’ level of competence or their
compliance with the norms and routines of formal schooling.

Coding scale
To what degree does the task require students to apply knowledge
to real-life contexts or problems and provide opportunities for
students to relate their work to situations beyond the classroom?

Connectedness

1 The task has no clear connection to anything beyond itself. No justification

is offered for the task beyond school requirements.

2 The task attempts to connect student learning with the world beyond the
classroom, but the connection is weak and superficial or trivial.

3 The task is based around some connection to the world outside the classroom,
but the task does not require students to explore the implications of these
connections, which remain largely abstract or hypothetical.

4 The task requires students to recognise and explore connections between

classroom knowledge and situations outside the classroom in ways that
create personal meaning and highlight the significance of the knowledge.
The task may include opportunities to influence an audience beyond the
classroom.

5 The task requires students to recognise and explore connections between

classroom knowledge and situations outside the classroom in ways that
create personal meaning and highlight the significance of the knowledge.
The task requires students to engage with and/or influence an audience
beyond the classroom.

42 Quality teaching in NSW public schools

Significance

Notes
1. Connectedness is higher when students not only share their work with an audience
beyond the classroom and the school, but are required to explore the meaning and
significance of having that audience, or the meaning of their work for that audience.
Tasks highest in connectedness ensure that dialogue with external audiences is
required, rather than hypothetical or contrived.
2. Influencing an audience beyond the classroom does not mean simply exhibiting
students’ work outside the classroom. Authentic examples of influencing an audience
include: writing letters to the school principal, editors of papers or Government
representatives; presenting submissions and reports to local government or senate
inquiries; and undertaking community projects, such as environmental recycling
projects, or designing health promotion programs for members of the local community
or state government.

Suggestions
• In designing the task (especially when students have some direction over the task
design) ask questions of students such as:

When would you need to know this?

Why are we studying this?

Who might be an appropriate audience for our work?

• Design the assessment task so that students are required to comment on the links
between the significant concepts being investigated and their own lives.
• When possible, select for the assessment task aspects of the topic which are more
readily applied to contexts outside the school.
• Link tasks to current issues in the local community, media or popular culture.
• Encourage students to draw on resources beyond the classroom, such as the
Internet, local community people and resources, and the media.
• Where applicable, require students to explore the meaning and significance of the
audience for their work as part of the task.

An assessment practice guide 43

 Significance

3.6 Narrative

Description
Use of narrative is high in a task when the stories which the students are required
to read, listen to, view, write or tell help to illustrate or bring to life the knowledge
they are addressing. An assessment task high in narrative may itself take the form of
a story, or may require students to respond using a narrative form. Narratives may
include personal stories, biographies, historical accounts, case studies, literary and
cultural texts and performances. Narrative may be high in a task if there is only one
narrative presented, as long as that narrative enhances the significance of the task.

Use of narrative is low in a task when students are not required to read, listen to, view,
write or tell stories, or when the stories used are disconnected from the substance of
the task. Narrative will also be low if stories are used in ways that detract from the
requirements of the task and do not assist students to demonstrate their learning.

Coding scale
To what extent does the task employ narrative to enrich student
understanding?

Narrative

1 Either the task makes no use of narrative, or the narratives used are
disconnected or detract from the task.

2 The task employs some narrative but only as a minor aspect, and/or it is
loosely connected to the requirements of the task.

3 The task employs some narrative to enhance the significance of the task
and it is connected to the requirements of the task.

4 The task makes substantial use of narrative and it is connected to the

requirements of the task.

5 The task makes substantial use of narrative and it is integral to the

requirements of the task.

44 Quality teaching in NSW public schools

Significance

Notes
1. Tasks can employ narrative as content (e.g. when the task material is presented
in a narrative form) or as process (e.g. when students are required to write, tell,
perform or illustrate their stories).
2. The use of “narrative” as a label for this element differs from the use of the term
“narrative” as a text type. When used to define a text type, narrative refers to the
structures and functions of a particular use of language. As used here, narrative
refers broadly to the use of stories to help bring alive the substance of the topic.
3. Narrative is a powerful tool for learning. An assessment task may include a narrative
that aptly illustrates a key concept of the topic, and which can be referred to
throughout the student response. Students can demonstrate their understanding
in an assessment task by structuring their own experiences or newly acquired
knowledge in a narrative form. To be significant, however, the narrative must connect
to and support the key concepts of the task.
4. Encouraging the use of relevant personal experiences or imagined stories in response
to assessment tasks can assist those students who are less skilled in using abstract
constructs to demonstrate their understanding.

Suggestions
• Recognise and use multiple sources of stories, such as histories, biographies,
autobiographies, documentaries, personal accounts, case studies, field reports and
guest speakers, where appropriate and related to the substance of the task.
• Plan a variety of opportunities for students to construct their own stories related
to the substance of the task, e.g. journal writing, diary entries, reflective journals,
portfolios, email, chat room, scenarios, case studies and performances.

An assessment practice guide 45

46 Quality teaching in NSW public schools
Appendix

Coding sheets

Coding scale overview

 Appendix

Coding sheets
Two sample coding sheets are provided. These can be used to record the scores for
each element following reading and reflecting on an assessment task.

The first coding sheet allows you to record your score by circling a number from
1 to 5. When using this sheet you may find it useful to jot down any comments or
evidence in relation to the elements of the NSW Quality teaching model on the back
of the sheet or on a separate piece of paper.

The second coding sheet provides space for you to record any comments or evidence
and then write in your score.

In using both coding sheets you would determine your score only after referring to
the coding scales in this guide.

Coding scale overview

These pages display an overview of the coding scales related to each of the three
dimensions. They are provided for ease of reference, but are best used once you
have developed a deep understanding of each of the elements in this guide.

48 Quality teaching in NSW public schools

Appendix

Coding sheet

Stage/Year:__________________________ KLA/Subject:___________________________

Task:_ ______________________________

Intellectual quality

1.1 Deep knowledge 1 2 3 4 5

1.2 Deep understanding 1 2 3 4 5

1.3 Problematic knowledge 1 2 3 4 5

1.4 Higher-order thinking 1 2 3 4 5

1.5 Metalanguage 1 2 3 4 5

1.6 Substantive communication 1 2 3 4 5

Quality learning environment

2.1 Explicit quality criteria 1 2 3 4 5

2.3 High expectations 1 2 3 4 5

2.6 Student direction 1 2 3 4 5

Significance

3.1 Background knowledge 1 2 3 4 5

3.2 Cultural knowledge 1 2 3 4 5

3.3 Knowledge integration 1 2 3 4 5

3.5 Connectedness 1 2 3 4 5

3.6 Narrative 1 2 3 4 5

An assessment practice guide 49

 Appendix

Coding sheet

Stage/Year:_________ KLA/Subject:_________________Task:_ _________________________

Element Evidence: Coding notes Score

1.1 Deep knowledge

1.2 Deep understanding

1.3 Problematic knowledge

1.4 Higher-order thinking

1.5 Metalanguage

1.6 Substantive
communication

2.1 Explicit quality criteria

2.3 High expectations

2.6 Student direction

3.1 Background knowledge

3.2 Cultural knowledge

3.3 Knowledge integration

3.5 Connectedness

3.6 Narrative

50 Quality teaching in NSW public schools

Appendix

Intellectual quality
1 2 3 4 5
The task does not require The task requires The task requires The task requires The task requires
students to address students to address students to address a sustained focus on sustained focus on key
significant concepts or some key concepts and significant idea, but in key concepts or ideas, concepts and ideas and
Deep knowledge

ideas. ideas, but only at a general students are but does not require requires clear articulation
superficial level. not required to sustain articulation of the of the relationships
a focus on key concepts relationships between between and among
and ideas. and among concepts. concepts.

1 2 3 4 5
The task requires The task mostly The task requires A substantial part of the The entire task requires
students to demonstrate requires students to both deep and shallow task requires students students to provide
Deep understanding

only shallow demonstrate only shallow understanding at to provide information, information, arguments
understanding. understanding, with one different points. arguments or reasoning or reasoning that
or two minor exceptions. that demonstrate deep demonstrate deep
understanding. understanding.

1 2 3 4 5
The task requires The task requires some The task requires The task requires The task requires
Problematic knowledge

all knowledge to be knowledge to be treated knowledge to be treated knowledge to be treated knowledge to be treated
presented only as as open to question. as socially constructed, as socially constructed, as socially constructed,
fact and not open to with multiple with multiple with multiple and/or
question. perspectives addressed. perspectives not only conflicting interpretations
presented but explored presented and explored
through questioning of to the extent that a
their basic assumptions. judgement is made about
the appropriateness of an
interpretation in a given
context.
1 2 3 4 5
The task requires The task requires The task requires A substantial portion Throughout the task
students to demonstrate predominantly lower- predominantly lower- of the task requires students are required
Higher-order thinking

only lower-order order thinking, but at order thinking, but there students to demonstrate to demonstrate higher-
thinking. some point students are is at least one significant higher-order thinking. order thinking.
required to demonstrate question or activity
higher-order thinking as which requires students
a minor diversion. to demonstrate higher-
order thinking.

1 2 3 4 5
The task does not The task requires The task requires The task requires The task requires
require students to refer students to make some students to make some students to make students to make
to or comment on the reference to language, reference to language substantial reference substantial reference to,
Metalanguage

language being used. but not to how it works. and how it works. to language and how it and complex comments
works. on, language and how it
works.

1 2 3 4 5
Substantive communication

The task requires The task requires The task requires The task requires The task requires
no substantive students to communicate students only to present students to present some students to produce an
communication. their knowledge of the ideas, concepts or sustained clarification of elaborate, sustained and
topic or idea through arguments related to the ideas, concepts or coherent clarification of
brief responses, which the topic, rather than arguments related to the complex ideas, concepts
demand no elaboration. an elaboration of their substance of the topic. or arguments directly
understanding of them. related to the substance
of the topic.

An assessment practice guide 51

 Appendix

Quality learning environment

1 2 3 4 5
No explicit statements Only vague statements Clear statements are Clear statements are Statements regarding
Explicit quality criteria

regarding the quality of are made regarding the made regarding the made regarding the the quality of work are
work are made. Only desired quality of work. quality of work but there quality of work and there made explicit and it is
technical and procedural is little elaboration of is some elaboration of clear how these criteria
criteria are made explicit. what it means to do well. what it means to do well. will be used in assessing
students’ work.

1 2 3 4 5
The task does not require The task presents some The task presents some The task presents a The task presents
students to participate in challenging work for challenging work for serious challenge for all serious challenges
High expectations

any challenging work. some students. most students. students. to all students, and
encourages them to take
risks in demonstrating
their learning.

1 2 3 4 5
All aspects of the task Although students are Students are able to The task gives students Students determine
Student direction

are explicitly designated given some control exercise some control in substantial control, with many significant aspects
by the teacher for over some aspect of relation to at least one negotiation possible over of the task either
students. the task (choice, time, significant aspect of the at least some significant independent of, or
pace, assessment), their task. aspects of the task. dependent on, teacher
control is minimal or approval.
trivial.

52 Quality teaching in NSW public schools

Appendix

Significance
1 2 3 4 5
Students’ background Students’ background Students’ background Students’ background Students’ background
Background knowledge

knowledge is not knowledge is mentioned knowledge is mentioned knowledge is mentioned knowledge is

mentioned or elicited. or elicited but only in or elicited and is or elicited, is connected substantially
a trivial way, and it is connected to the to the substance of incorporated into the
not connected to the substance of the task. the task, and includes task, and meaningful
substance of the task. connection to out-of- connection to out-of-
school background school knowledge is
knowledge. integral to the task.

1 2 3 4 5
The task requires no The task requires The task requires The task requires The task requires
explicit recognition or students to refer to some students to recognise students to include students to include
Cultural knowledge

valuing of other than cultural knowledge, but and value some cultural substantial recognition substantial recognition of
the knowledge of the only in a superficial way. knowledge, but within and valuing of cultural cultural knowledge, and
dominant culture. the framework of the knowledge, and to to value this knowledge
dominant culture. challenge the framework and the knowledge of the
of the dominant culture. dominant culture equally.

1 2 3 4 5
Knowledge integration

The task requires no The task requires The task requires The task requires The task requires
meaningful connections. students to make students to make at students to make several students to make
All knowledge required some minor or trivial least one meaningful meaningful connections substantial and
for the task is restricted connections, but connection between between topics or subject meaningful connections,
to that explicitly defined knowledge is mostly topics or subject areas. areas. not only within but also
within a single topic or confined to that of a between subject areas.
subject area. specific topic or subject
area.

1 2 3 4 5
The task has no clear The task attempts to The task is based aroundThe task requires The task requires
connection to anything connect student learning some connection to students to recognise students to recognise
beyond itself. No with the world beyond the world outside the and explore connections and explore connections
justification is offered for the classroom, but the classroom, but the between classroom between classroom
Connectedness

the task beyond school connection is weak and task does not require knowledge and situations knowledge and situations
requirements. superficial or trivial. students to explore the outside the classroom outside the classroom
implications of these in ways that create in ways that create
connections, which personal meaning and personal meaning and
remain largely abstract highlight the significance highlight the significance
or hypothetical. of the knowledge. of the knowledge. The
The task may include task requires students
opportunities to influence to engage with and/or
an audience beyond the influence an audience
classroom. beyond the classroom.
1 2 3 4 5
Either the task makes The task employs some The task employs some The task makes The task makes
no use of narrative, or narrative but only as a narrative to enhance the substantial use of substantial use of
the narratives used are minor aspect, and/or it is significance of the task narrative and it is narrative and it
Narrative

disconnected or detract loosely connected to the and it is connected to the connected to the is integral to the
from the task. requirements of the task. requirements of the task. requirements of the task. requirements of the task.

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