1. Thiele Library: Resource Based Learning and Assessment.. Updated Feb 2016 Visit: Thielelibrary.com @thielelibrary

2. 1.DEFINING (Brainstorming, Planning, Initiating) 2.LOCATING (Keywords, Searching, Interviewing, Surveying, Communicating) 3.SELECTING (Appropriate information) 4.ORGANISING (Plans, Headings etc) 5.PRESENTING / ACTIONING (Essays, PowerPoint, Making or doing, Synthesising). 6.EVALUATING / ASSESSING (Meta-cognition, Reflecting on the ‘process’). * This a commonly called the ‘Big 6’ Inquiry Process or something similar. SOME INQUIRY RESEARCH PROCESSES

3. I don’t know everything on my subject area. It says so in the Curriculum. To spend more class time in the library. Why teach RESEARCH or INQUIRY? Why not just set a test? I need Research posters to decorate my classroom.

4. Authentic Assessment Design: How does the assignment match the Standards? Research’ skills might be framed in Performance or Achievement Standards in different words, such as: ‘Critical Analysis and Evaluation’ (Stage 2 SACE PE) “develop questions to frame a historical inquiry” (Year 8 Australian History, Australian Curriculum) “analysing information to make informed choices (for example, when purchasing goods and services)” (Year 10 Economics and Business, Australian Curriculum) “Disciplined inquiry that integrates and produces knowledge, rather than reproduces fragments of information others have discovered” (Newman) Research Assignment Sheets should: Ask students to perform, create, produce or do something Tap higher-level thinking and problem-solving skills Use tasks that represent meaningful instructional activities Invoke real-world applications People, not machines, do the scoring, using human judgement Require new instructional and assessment roles for teachers (Herman, Aschbacher and Winters, 1992)

5. Bloom’s Taxonomy Bloom's taxonomy of educational objectives. Bloom's taxonomy subdivides the academic skills that students might need into six different categories, listed below: 1. Basic knowledge: memorizing facts, figures, and basic processes. 2. Secondary comprehension: understanding and illustrating the facts. 3. Application: generalizing the facts to other contexts and situations. 4. Analysis: understanding why the facts are the way they are; breaking problems down. 5. Synthesis: making connections between different elements on one's own. 6. Evaluation: critically using one's knowledge to ascertain the quality of information. (Cited in Bissell, A. N., & Lemons, P. P. (2006). A New Method for Assessing Critical Thinking in the Classroom. Bioscience, 56(1), 66-72.)

6. Research Assignment Sheets

7. Assessing HOTS in Research Task Design How might you justify the moving of the world’s Polar Bear population to Antarctica? Create a plan for this to occur? Pretrik, P 2009, Lets Take a Trip on Animal Airways, Top That Publishing, United Kingdom.

8. AccessIT and ONE Search

9. Thiele Library Fiction and Non-Fiction Campus/  Thiele Library  Or Thielelibrary.com > Search  http://sflib01.sf.ggcsad.sa.edu.au/#!dashboard

10. Periodicals, Magazines and newspapers Plus Much more…

11. Thiele Library Databases

12. Ebooks Your text here New in 2015! Non-fiction Ebooks Password: Thiele Fiction ebooks Download the App from Itunes, Android Play Store and Windows. Use your library barcode Password: ‘Thiele’ (with a capital T)

13. Use social media to contact ‘people who know’ Experts theconversation.com/au

14. Use Other Libraries and Online Databases:

15. Referencing Not just at the end Use Referencing as part of an ongoing broader discussion about the credibility, reliability and bias in a piece of information SACE recommends Harvard (Author-Date) system where appropriate.

16. Issues, Concerns and Questions