1. Teaching and Learning Week 2017
Designing Assessment of Higher Order Thinking (HOT) Skills in Large Classes Workshop
Associate Professor Susan Rowland and Dr Christine Slade
Institute for Teaching and Learning Innovation (ITaLI)
1 November 2017
Teaching and Learning Week 2017

2. Collect your breakfast then find a seat and introduce yourselves at your table
Credit:

3. Workshop Run Sheet Breakfast and introductions at tables (15 minutes)
Workshop introduction (10 mins)
Presentations (10 min + 5 minutes of questions)
Brainstorming at your table (on butcher’s paper)
Define one key element of HOT you would like to see more of in your course (5 min)
What difficulties do you have around assessing this aspect of HOT? (5 min)
Report to whole room from select tables (5 minutes)
Problem solving (on new butcher’s paper) (10 minutes)
Within your table choose one HOT element that you have difficulty assessing.
As a group, propose ways in which you could manageably assess it (formatively or summatively)?
Report back one new idea from your table (1 minute each table)

4. SOLO Taxonomy for Assessment
Declarative Knowledge vs Functional Knowledge
Source: Biggs & Tang (2007)

5. Higher Order Thinking
Bloom’s Revised Taxonomy
Bloom’s Taxonomy

6. Presentations Jacqui Lynagh – Drafting pleadings
Emma Bartle – Integrated assessment task

7. RESOLVING CIVIL DISPUTES
We examine the PROCEDURE of resolving disputes through the courts and the rules and principles that underpin that procedure. Procedure is not linear, but interconnected, dynamic and strategic.
SEMESTER CASE STUDY
STATEMENT OF CLAIM * prescribed item for admission as a solicitor
Rebel's right under the law to be compensated; the monetary value of what she has lost; link the loss to Bauer's wrongdoing
governs disclosure
will be responded to - draft precisely & strategically for advantage
can be 'struck out'
high stakes document that has an active purpose and real consequences for the running of the case and the client
PROBLEMS WE NEEDED TO SOLVE... 01 02
writing a Statement
of Claim is an 'art‘
being able to write
one is not enough. 
Students have to be
able to judge quality
and know what to do
to fix weaknesses
assessment that would deconstruct the 'art‘
need higher-order
thinking skills that inform
good writing in the
context of whatever legal matter you come
across
remove cognitive load of writing to focus on judging, evaluating, and justifying
through critique build knowledge about the professional use and application of a very particular genre of written advocacy
requires consideration of judge, client and other party, anticipation, prediction and thinking about the context

8. DENT1020 Dental Science 1 (Semester 1 course, 4 units, 6L3C)
‘Evidence-based Dentistry’ Assessment Task
- Part 1 – Individual component (15%, due 15 May)
The aim of this individual assignment is for you to demonstrate an ability to produce an accurate written report, in the form of an word commentary, explaining the science underpinning a popular science myth relevant to dentistry and that you may encounter via your patients in your future professional practice.
When writing your commentary, it is important to think about “What is my message?” and “Who is my audience?” as answers to these questions will influence not only what you write but how you construct your argument. The key is to write a persuasive argument. For this assignment, your audience is a dental colleague. Your dental colleagues have the same health and science literacy as you and hence you can include scientific and technical language in your commentary.
Your commentary should be a general critique of the research related to your chosen popular science myth, either confirming the myth is in fact true OR debunking the myth. Your report should be informative enough that if a patient was to ask your dental colleague about the myth, your colleague could use your report to learn about the scientific basis of the myth and then explain it to the patients.
- Part 2 – Team component (15%, due 2 June)
The aim of this team assignment is for you to demonstrate an ability to produce an accurate and engaging infographic OR 3-4 minute video/narrated PowerPoint (max 6 minutes), explaining the science underpinning a popular science myth relevant to dentistry and that you may encounter via your patients in your future professional practice.
For this assignment, your audience is a lay audience with a lower health and scientific literacy than a health professional. The communication style used in your infographic/video should reflect your target audience.

9. Brainstorming Brainstorming at your table (on butcher’s paper)
Define one key element of HOT you would like to see more of in your course (5 min)
What difficulties do you have around assessing this aspect of HOT? (5 min)
Report to whole room from select tables (5 minutes)

10. Brainstorming Problem solving (on new butcher’s paper) (10 minutes)
Within your table choose one HOT element that you have difficulty assessing.
As a group, propose ways in which you could manageably assess it (formatively or summatively)?
Report back one new idea from your table (1 minute each table)

11. Final Comments and Wrap Up
Contact:
Susan Rowland –
Christine Slade –
Thank you for your participation today and for all your work each year with your large course!
Credit: Manjith Kainickara