Put elements together to form a coherent or functional whole; recognise elements into a new pattern or structure (Anderson & Krathwwohl, 2001).
Generating, Planning, Producing.
Key Active Verbs as used in Achievement Standards
Share: Post or repost (something) on a social media website or application; Tell someone about something (Oxford University Press).
Implement: Put (a decision, plan, agreement, etc.) into effect (Oxford University Press).
Manage: Be in charge of/run (a project) (Oxford University Press).
Collaborate: Work jointly on an activity or project (Oxford University Press).
Create: Bring (something) into existence (Oxford University Press).
Model: A simplified description, especially a mathematical one, of a system or process, to assist calculations and predictions (Oxford University Press).
Sample assessment activities
Opportunities for students to apply their knowledge and skills (or a context for acquiring new knowledge and skills) where they are to design and construct a solution or artefact to demonstrate learning.
Research project portfolios.
Design and planning documents (flow charts, design plans, pseudo code, symbols, storyboard).
Digital artefact (of Maker project, App, Game, Programming Creation)
Prototyping digital solutions.
English text production: Explanation, procedure or procedural recount.
Sample assessment indicators
Rubrics – A descriptive scoring or marking scheme developed by teachers (or students and teachers) to guide judgements about the products or processes of students' learning, presented as a matrix of levels of achievement or performance for a set of criteria.
External “client” evaluations, e.g. community business, industry, other class (to pitch project to) who provide feedback on the extent that solutions align with their needs, the design brief or a set of criteria.
Primary Trait Analysis (Benander et al 2000) – in which a scoring rubric is used to explicitly breakdown the content criteria for assessment. Each section is given a mark, with the final grade representing a total mark for all sections. Typically used in senior years for text production and project work.
Think-aloud interviews – Involves interviewing students alongside their work. Teachers elicit information, looking for the depth and breadth of knowledge behind their creation, coverage of content and concepts, use of discipline language and reasoning for using certain techniques or solutions.