Synoptic tasks: success criteria, self/peer assessment and clear feedback Level-Assessed or Grade-Assessed Tasks are synoptic, open-ended assessment tasks that allow learners to express their knowledge and understanding on specific subjects. Accompanying each task is a grade or level ladder (rubric) that provides guidance and prompts that allow learners to tackle the task, as well as formatively assess it and identify improvement targets that they should undertake. Since 2005, such formative assessment tasks have been widely used in the teaching of Science in the UK, stemming from pioneering work by Andrew Grevatt at Uckfield Community College, and independently developed at KS3 by the Gloustershire LEA Science team. I have co-authored a number of suites of paper and digital formative assessment tasks for KS3  and KS4 science, available through Badger Publishing. Level Assessed-Tasks: Pedagogic Elements A ‘Level Assessed’ or ‘Grade Assessed’ task is designed to encompass many of Hattie and Marzano’s  large effect size strategies: Engagement Challenging, specific goals Active learning through the development of constructs Feedback generating- to the learner and to the teacher Peer and self assessment Generation of targets for improvement The challenge in writing your own formative assessment tasks then is linked to finding an engaging topic area, using your national curriculum or exam specification to decide on success criteria linked to the context of your task, and the creation of a differentiated level or grade ladder to guide self assessment. Click on the links below to download the elements from an example Level Assessed Task written to assess understanding for a strand of the UK’s KS3 Science curriculum. Introductory Materials     Teacher Notes Learner Materials It’s not the resource but the teacher... The use of formative assessment tasks relies on them being delivered to learners within a clear pedagogic structure- they are not just worksheets. Click on the image to the right to read part of the introduction from the KS3 APP science suite of resources that details an effective use of formative assessment tasks. When done badly, a formative assessment task is given as an after-thought- a last-minute homework with little or no discussion about how the task should be approached, and no modelling of methods and the likely challenges that the learner will face.
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Feedback Success Criteria Teacher Assessment Self and Peer Rubrics Dweck (again!) Challenging goals, success criteria, active learning, recognition of effort and rich feedback Formative Tests Grade Assessed Tasks Grade Assessed Tasks