Designing 25-50-25 SACs - WordPress.com

Designing 25-50-25 SACsAdele HudsonAitken [email protected]

http://www.mychemhub.com/

Outline

1. SAC design principles2. Challenges 3. LOT, MOT & HOT4. SAC design template5. Examples

"Aim is for a suite of SAC tasks across each unit so students can demonstrate in different contexts and modes, knowledge, skills, understanding and capacities set out in the study design"

Reference• VCAA Advice for teachers• VCAA, Erin Wilson, Developing school-assessed coursework

Presenter

Presentation Notes

VCAA completed a whole range of presentations at the VCE conferences talking about what the were finding from their school audits and what their aims are.

https://www.vcaa.vic.edu.au/Documents/vce/psychology/2019PlanningSchoolAssessedCoursework_Psychology.pptx

VCAA assessment principles Purpose valid and reasonable equitable balanced efficient

measure of achievement provide feedback on progress contributes evidence for

satisfactory achievement of outcome

Resources• VCAA Advice for teachers• VCAA, Erin Wilson, Developing school-assessed coursework



Good SAC design selected from VCAA options reflects VCAA outcome and task requirements unique to school and year level multiple entry points 20-50-25 level of difficulty student work is authenticated evaluated by colleagues



Good SAC design selected from VCAA options reflects VCAA outcome and task requirements unique to school and year level multiple entry points

20-50-25 level of difficulty student work is authenticated evaluated by colleagues


Designing 25-50-25 SACs

Presenter

Presentation Notes

One aim of the SAC is to allow students to demonstrate a range of achievements. One of the challenges I face in my subjects is that my tasks can tend to result in a bimodal spread of distributions. Where students who find the subject challenging do not have access to enough questions that they can answer.


Marks: 30 LOT: 25% 7 MOT: 50% 15 HOT: 25% 8 KSS: 20% 6

HOT 25%MOT 50%LOT 25%

LOT - Low order thinking skillsMOT - Middle order thinking skillsHOT - High order thinking skillsKSS - Key Science Skills

Presenter

Presentation Notes

A strategy to minimise this is to focus to not only the key knowledge underpinning the question but also the level of difficulty in the questions. As teachers design more SACs we grow in our ability to identify the level of difficulty inherent in a question. However, what I am proposing is a method or a template to explicitly design 25% questions based on low order thinking skills, 50% on middle order thinking skills and 25% on high order thinking skills. I also include key science skills into the task using the VCAA exam allocation of 20%.


High order thinking skills (HOT)Low order thinking skills (LOT)

Blooms Remember Understand Apply Analyse Evaluate Create

SOLO Unistructural Multistructural Relational Extended Abstract

Presenter

Presentation Notes

Being more targeted in my approach to developing questions in a SAC can help more students demonstrate an understanding that they do have, while also ensuring students who have a solid understanding are still stretched. In this diagram I have organised the different learning levels from Bloom’s and SOLO taxonomy from low order thinking skills to high order thinking skills. Just as a recap, Blooms levels are remember, understand, apply, analyse, evaluate and create while SOLO the lower level is unistructural where students only have one idea, multistructural where they have multiple ideas, relational where they connect their ideas and extended abstract where to can make links beyond the current knowledge set.


High order thinking skills (HOT)Low order thinking skills (LOT)

Blooms Remember Understand Apply Analyse Evaluate Create

Solo Unistructural Multistructural Relational Extended Abstract

HOT 25%MOT 50%LOT 25%

Presenter

Presentation Notes

I then allocated these learning levels to low order thinking skills, middle order thinking skills and high order thinking skills.

Designing 25-50-25 SACs: Template

Science Unit AOS Outcome Task

Qu Thinking Process Key knowledge/ Key Science Skill/ Outcome

SOLO Blooms Level

1

1a

1b

2aMarks: LOT: 25% MOT: 50% HOT: 25% KSS: 20%

Presenter

Presentation Notes

I developed this template to build my SAC, where I identify the Unit, AOS, the outcome being measured, the type of task. And then for each question I describe the thinking process that the students will need to engage in in order to answer the question. The relevant KK, KSS and part of outcome, and then based on the thinking process I allocate SOLO, Bloom’s taxonomy and identify the level of thinking.

Response to stimuli SAC

SAC Design Template

SAC Design Template

SAC Design Template

SAC Checklist� Correct unit, area of study, and outcome � The assessed key knowledge descriptors and key skills

are identified and provided to the students. � The task outline and SAC conditions are provided to

the students prior to the SAC.� The task is selected from the list provided by VCAA

and meets the requirements of the task as set out in the VCAA advice for teachers

� Each question is analysed and checked whether it meets the requirements of the key knowledge descriptors, key science skills and outcome.

� The SAC is analysed by using SOLO and/or Blooms to determine whether it meets the requirements for 25% low order thinking skills, 50% middle order thinking skills and 25% high order thinking skills.

� Adjustments are made to the SAC where required.

� Marks are allocated to each question� Marks add up to the allocated total� Marks correspond to question difficulty� Spelling is correct� Stimulus only includes relevant information.� The question stem identifies what the students must

do.� The language is easy to understand� Questions are written in active voice to simplify

expression.� Redundant words are removed. For example, sentences

do not start with “There is”, “It is” and filler words are removed, “that”, “of”, “or”, “up”

Response to stimuli SAC

SAC Design Template

Designing 25-50-25 SACsAdele HudsonAitken [email protected]

http://www.mychemhub.com/