Daniel Van De Kieft

Assessment to Create Assessment

Western Sydney University
 Task Rationale

The ‘Sphinx maze’ assessment was created with Cambridge Park High School’s
(CPHS) Year 12 ‘Ancient Societies option A: New Kingdom Egypt society to the death
of Amenhotep III’ in mind. Students are tasked with answering three questions orally to
assess their knowledge and understanding of course content formatively. Question
difficulty is differentiated dependent on students' answers (as seen in instructions). The
‘Sphinx maze' assessment has been intentionally designed creatively to provoke a
higher level of thinking from students than traditional assessment tasks.

The three questions are intended to assess the content and skills gained over the first
semester of the year. However, this assessment can be utilized in any semester
provided more questions are added. Feedback will be given based off of students'
answers and the data collected will inform future practice with this assessment type.

Instructions

Ahbal h’w beware! The Sphinx Maze has appeared overnight, and its' riddles are
proving to be quite troublesome. We require some strong-willed historians who are up
to the task of taking on this quizzical beast. While we have had no luck taming the
creature, we have come back with some hints that may help you on your quest.
1. You will enter the maze and be given your first question. Depending on your
answer, the sphinx will direct you to the left, right, or middle path. Continue until
you reach the next Sphinx. Get question, answer, get directed – so forth and
so on until you reach the end.
2. Each answer must be provided orally and each question is different depending
on where you are in the maze. The better you answer, the harder the questions
get and vice versa!
3. The more detailed, nuanced, and source rich your answer is the better.
4. The time limit for answers: 1-4 minutes.
5. Demonstrate your historical knowledge and understanding by making clear
judgements and having a sophisticated and sustained argument.
Good luck out there. Em hotep!
 Colour line guide: Blue – Answer addresses the question asked in a highly
sophisticated and nuanced way with clear links to sources. Red – Answer addresses
the question asked adequately with some links to sources. Green – Answer did not
address question correctly AND/OR attempts a description or narrative that is
incomplete or only generally relevant with little to no links to sources.

Start here!

First question

Second question Second question

Second question

Final question Final question Final question Final question Final question

High Distinction (A) Distinction (B) Credit (C) Pass (D) Fail (E)

Weighting

Knowledge and understanding of course content: 15%

 Outcomes

 Accounts for the nature of continuity and change in the ancient world
 Proposes arguments about the varying causes and effects of events and
developments
 Communicates historical understanding, using historical knowledge concept and
terms, in appropriate and well-structured forms

Duration

The ‘Sphinx Maze’ has the potential for students to complete the task anywhere from 3
– 15 minutes if each student stays within the time limit. Dependent on class size, the
entirety of the task may take up to 1 to 4 hours. Students will complete the assessment
during free periods – timetable to be handed out during class.

Marking Criteria

Criteria Marks

 Responds with a sophisticated, nuanced and critical insight 5

that shows extensive evidence of student’s engagement Blue Path
with a wide range of historical sources and course content.
 The source rich answer demonstrates a comprehensive
understanding of the question asked through a sustained
argument.
 Consistent terminology and accurate historical information
that is relevant supports answer.
 Presents a clear and well-structured response with little to
no hesitation (“um” “ah”).
 Shows outstanding ability to synthesize ideas into a
complete and total answer.
 Shows evidence of independent reading.
 Multiple sources referenced.
 Responds with critical insights that show some evidence of 4
independent reading. Blue Path
 Presents a well-structured response with little to no Red Path
hesitation.
 Appropriate terminology and accurate historical information
that is relevant supports answer.
 Multiple sources referenced.
 Responds with a narrative or descriptive answer that is 3
mostly relevant that demonstrates the use of terminology Red Path
and mostly accurate historical information.
 The response shows evidence of student engagement with
course content.
 Presents a structured response with little to some
hesitation.
 At least two sources referenced.
 Attempts to respond with a narrative or descriptive answer 2
but provides limited scope which may be relevant, but is Red Path
generalized or incomplete. Green Path
 Shows some awareness and understanding of course
content through the limited use of terminology and historical
information.
 At least one source referenced.
 Produces an almost incomplete answer.
 Some hesitation AND/OR somewhat brief.
 The response is very limited in scope which may be only 1
generally relevant. Green Path
 Limited or no use of appropriate terms, concepts, skills or
historical information.
 Minimal evidence of student engagement with course
content or historical sources thus providing very limited
historical knowledge.
 No sources linked to argument/answer.
 Much hesitation AND/OR very brief.
 Seriously incomplete AND/OR failed to answer the
question.

Sample Scaffolds

How to complete the task

1. Preparation is key. The questions are meant to test your knowledge and
understanding of the course content – both historical knowledge and historical
skills.
2. That means you need to read to prepare! Just like you will for the HSC - be
well read. That means going over sources or PowerPoints from past lessons.
Going over your notes from said lessons would also help tremendously.
3. Look at the criteria very carefully. The criterion is a guide for how you should
respond – notice the word choice, how many sources you should reference (as
best you can!), how confident you should be presenting your answer, the tone
and hesitation, and the terminology and concepts.
 4. How long can you talk about a specific subject? You may want to practice with
fellow students discussing certain aspects from past lessons. To get you
started, try answering this question – "How important was the role of Pharaoh
in the New Kingdom Egypt? Give examples."
5. One more example question – “Name three significant sites. To what extent do
these sites hold historical and geographical significance for New Kingdom
Egypt?”

Critical Discussion and Professional Reflection

The importance of assessment, the approach to feedback and assessment design

cannot be overstated. “Assessment is at the heart of learning and decisions about the

modes and methods of assessment can exercise a profound influence on students’

experience, how they perceive their courses, how they relate to each other and to their

teachers” (Joughin, 2010, pg.19). This idea that assessment is a critical component in

the learning cycle is backed by a plethora of research (Depka, 2019; De Nobile, Lyons

& Arthur-Kelly, 2017; Graham, Hebert, & Harris, 2015; Nelson, & Dawson, 2014;

Weatherby-Fell, 2015 ). Assessment enables teachers to collect and evaluate evidence

of a student’s learning in relation to syllabus outcomes and crucially influences learning

by enhancing motivation and engagement within students “particularly when it

incorporates interaction with teachers” (NESA, 2019). Further, the assessment provides

a vital role in improving student learning through useful feedback enabling the students

to self-assess and understand how to improve in the future (Weatherby-Fell, 2015).To

that end, assessment practices, teacher methodology, and the data collected are critical

facets of effective quality assessment. Quality assessments reflect the curriculum

taught, are structured well, are fair by having clear directions and criteria, develop

students' understanding, inform teachers' pedagogical choices, and are exciting or fun
to complete (De Nobile, Lyons & Arthur-Kelly, 2017). Finally, the data gained is “not the

intended end; it is just the start” (Depka, 2019, p.5). That is to say, continuous

improvement of curriculum and lesson design is informed through the data gathered.

Assessment within the KLA of History has seen a shift over the past two decades from

“teaching the facts to developing students’ historical reasoning abilities” (Stoel, Van

Drie, & Van Boxtel, 2014). In that regard, the historical skills and concepts that are

advocated for in the NSW Syllabus Stage 6 are congruent within formative and

summative assessment tasks. While assessments are designed in different forms such

as tests, performance, product, or self (De Nobile, Lyons & Arthur-Kelly, 2017), it is up

to the teacher to provide consistent, meaningful feedback for each student's

improvement. One could argue that feedback is one of if not the most powerful

influences on learning and achievement (Hattie, & Timperley, 2007). In that regard, it is

up to the teacher to create a practical approach to writing feedback for their students.

As stated previously, the data collected is not the end – it is the beginning. Assessment

design is a carefully considered process whereby the teacher constructs an assignment

for students in which their knowledge and understanding of course content can be

recorded, evaluated, and monitored (Blake, Muttock, Stella & National Children’s

Bureau, 2012). The data collected through one assignment will inform the next

assignment as seen in the Lyford model – plan, implement, review, cycle ad infinitum

(De Nobile, Lyons & Arthur-Kelly, 2017).

The Stage 6 History Syllabus rationale states "The knowledge, understanding and skills

that students acquire through studying Ancient History provide a firm foundation for

further study, the world of work, active and informed citizenship, and for lifelong
learning. It fosters a critical approach to understanding events, issues and

interpretations as well as the effective communication of accounts conveying ideas,

judgements and evidence" (p.9). Assessment is critical in the development of student

knowledge and motivation for the future. Teachers are tasked with creating these active,

informed citizens that foster a yearning for lifelong learning - that can seem like an

insurmountable task to some just as some students look at assessments and see an

impossible task. Therefore, it is up to the teacher to be reflexive about their practice and

pedagogy to enable more opportunities for learning for their students. Teachers must be

seen as reliable and consistent within their practice; otherwise, student engagement

and positive teacher-student relationships can drop (De Nobile, Lyons & Arthur-Kelly,

2017).

With regard to assessment, this means clear and consistent marks and feedback for

students. If student "A" and student "B" compare their assignments, will they see

consistently lost points for X mistakes? If not, prepare for a haranguing and a drop in

student confidence with the teacher’s professionalism. What this means for teachers is

that they must be reflexive with their practice, consistently researching and staying up to

date with how students learn best (Gobby & Walker, 2017). Teachers make pedagogical

choices when deciding to use ‘assessment of learning’, ‘assessment for learning’, or

‘assessment as learning’ (Gobby & Walker, 2017). However, when to use ‘of, for, or as’

is entirely dependent on what the teachers end result wants to be – does the teacher

need data or do the students need encouragement to deep dive into a subject? Each

classroom is different, filled with new and old problems alike. The teacher is the central

pillar that is holding the weight of the future in their hands. Further, when the weight of
the future is passed to the community and politicians, they seem to push it right back

into teachers hands while scolding them at the same time. The complex negotiations

that happen both within the school and outside of it help shape assessments by

deeming certain aspects more important for the student to learn, for better or worse.

With all the talk of assessment, what about the student? They are the ones who will

have to take or complete the assessment. If one thinks about the ecological systems

theory (De Nobile, Lyons & Arthur-Kelly, 2017 pg.15), one understands that students

have numerous factors that play on their psychological development. If a student’s

individual, micro, meso, exo, or macro systems are negatively impacting them this can

very easily factor into taking an assessment and receiving a low score. A poor grade

can induce rage in parental units, cause the student to feel ashamed of their work, or

conversely, reinforces the “I’ll never be smart’” attitude. Assessments are a tricky beast

that teachers need to correctly plan out, not just the assessment itself, but the

groundwork leading up to the students taking the assessment. Students need to feel

prepared and ready, understand the criteria because it is clear and they have been

taught the skills needed to undertake such a task. Within the KLA of history specifically,

students need to be able to research, decipher good and bad sources, and to discuss

historical terms and concepts. If the students receive an inquiry based task or an oral

assessment, they need to have the proper skills equipped to enable them to complete it.

While the teacher does need to differentiate and think about planning and design, the

teacher must ensure all students have had the opportunity to gain the knowledge and

understanding needed. Further, when the students have completed the task, feedback

is essential for them to grow as students.

The importance of assessment, the approach to feedback and assessment design

cannot be overstated enough. Teachers use assessment to collect and evaluate

student's learning of the content taught, provide feedback for student improvement, and

provide data thus informing pedagogical choices for future lessons and assessments.

The Lyford model provides teachers with a structure to assist with assessment design,

assessment, feedback, and teacher reflexivity following the ‘plan, implement, review,

cycle' classroom management plan. Teachers should strive for designing quality

assessments using quality pedagogy that enable students to have fun or that the

students find interesting. Finally, when looking specifically at the KLA of History, one

finds that facts are ‘old hat’ and that historical reasoning is the new educational trend.

Historical investigations, skills and concepts are what is required from History students

when completing an assessment.

 References

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Graham, S., Hebert, M., & Harris, K. (2015). Formative Assessment and Writing. The
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