Chapter 5
Chapter 5 of Rigor by Design, Not Chance by Karin Hess focused on the importance of complex performance-based tasks and assessments. Hess describes that complex performance-based assessments should “apply multiple skills, concepts, and strategies, but also provide opportunities for disciplined inquiry and critical and creative thinking” (Hess, 2023, chp 5, para 8). Complex performance-based assessments require students to use learned information in a new situation (Hess, 2023). There are seven characteristics of effective complex performance-based assessments. The seven characteristics are open-ended contexts, productive challenge, uncovering thinking, promoting authentic doing and sharing, integrating academic knowledge, personal skills, and student input, requiring far transfer, and sparking reflective and metacognitive thinking (Hess, 2023). The role of the teacher is to design and implement complex tasks into the unit or lesson. Hess explains four task complexity types: Type A, Type B, Type C, and Type D tasks (Hess, 2023). The task complexity types involve a combination of either less complex content and less complex tasks (Type A), less complex content and more complex tasks (Type B), more complex content and less complex tasks (Type C), and more complex content and more complex tasks (Type D) (Hess, 2023). There are many questions teachers need to consider before designing complex performance-based assessments, including validity, alignment, authentic context, student input, and opportunity to learn (Hess, 2023). Once teachers answer these questions, they can follow the eight steps to designing complex performance-based assessments (Hess, 2023). The eight steps are to identify what the teacher wants the assessment to measure, identify one or more authentic contexts for applying these skills, concepts, and dispositions in the assessment, identify appropriate formats for how students will apply their knowledge, skills, and dispositions, identify which choices, input, or decisions students will make, describe the task, develop an overview of the PBA with directions and general teacher instructions, finalize success criteria, and develop a high-quality scoring guide or rubric (Hess, 2023). The teacher must intentionally implement complex performance-based assessments throughout the actionable assessment cycle. Stage one of the actionable assessment cycle allows teachers to understand how different complex performance tasks align with learning targets (Hess, 2023). Stage two allows teachers to incorporate formative tasks like reading visuals and graffiti boards (Hess, 2023). Stage three incorporates complex tasks such as stations and choice boards to showcase understanding (Hess, 2023). Stage four and five complex tasks include fishbowl and digital storytelling to deepen student understanding (Hess, 2023). Stage six complex tasks include inquiry-based investigations and project-based learning to help students transfer and deepen learning (Hess, 2023). Overall, teachers must provide complex tasks throughout learning to deepen students understanding.
As a future math educator, I was interested in how I can develop complex math tasks that deepen students understanding. The article “Launching Complex Tasks” provides insight into how math teachers can maintain rigor through developing complex tasks (Jackson et al., 2012). The article addresses how math lessons should be centered around complex tasks to understand mathematical concepts deeply (Jackson et al., 2012). According to the article, the benefit of complex tasks is that they “invite students to generate multiple solutions and justify their reasoning” (Jackson et al., 2012, p. 2). Complex tasks usually occur in three steps: introduction to students, students working on the task, and finally, whole class discussion (Jackson et al., 2012). The article uses a concrete example of a complex task given to middle school students about a linear relationship and non-zero y-intercepts (refer to Illustration 1) to break down the essential elements of complex tasks (Jackson et al., 2012). The first important element is to discuss the key contextual features of the complex task, allowing teachers to provide background knowledge to students to help them start the task (Jackson et al., 2012). The second important element is to discuss the key mathematical ideas of the complex task, which enables teachers to clear up any confusion about the mathematical content the students will need to use to solve the task (Jackson et al., 2012). The third crucial element is to develop common language to describe the key features which allow students to be able to communicate effectively with one another (Jackson et al., 2012). The last important element is to maintain the cognitive demand by the teacher not telling the students how to complete the task (Jackson et al., 2012). Students must be critical thinkers and have choices in solving a problem (Jackson et al., 2012). Overall, teachers must design high-quality complex tasks by asking themselves how the task coincides with the four essential elements (refer to illustration 2) (Jackson et al., 2012).
Illustration 1: (Jackson et al., 2012, p. 4)
The book and the article both stress the importance of complex tasks. The book explains eight crucial steps to designing complex tasks, while the article lists questions the teacher should use to help plan complex tasks (Hess, 2023; Jackson et al., 2012). Teachers must complete steps 1-4 of the eight steps that focus on what the task will cover, the type of task format, and students' decisions (Hess, 2023). Then, the teacher must answer the questions about how the task will align with the four essential elements from the article (Jackson et al., 2012). Finally, the teacher can resume steps 5-8 from the book that focus on how the teacher will implement and provide feedback on the task (Hess, 2023). These steps and questions allow teachers to understand how to effectively plan and design complex tasks (Hess, 2023; Jackson et al., 2012). The book and the article are an excellent resource for teachers to refer to when designing complex tasks.
Interpersonal skills are an essential topic addressed in both the book and the article. The book addresses that teachers should design complex tasks to develop and analyze students' collaboration skills (Hess, 2023). The article elaborates on the importance of collaboration skills: "Developing common language gives students a way to communicate with one another while working in small groups and participating in the whole-class discussion” (Jackson et al., 2012, p. 6). Therefore, the two sources ultimately show the importance of weaving interpersonal skills into complex tasks (Hess, 2023; Jackson et al., 2012). The article allowed me to understand further that teachers are responsible for creating complex tasks that deepen students understanding (Jackson et al., 2012).
Both sources explain that complex tasks should maintain rigor (Hess, 2023; Jackson et al., 2012). The article states, “To maintain the cognitive demand, or mathematical rigor, of the task, avoid suggesting a particular solution method to students. Doing so robs them of the opportunity to develop mathematical understanding as they generate their own solution methods and representations” (Jackson et al., 2012, p. 6). The book furthers the idea of rigor, explaining that teachers must stretch students' thinking so they can transfer skills and concepts to different tasks (Hess, 2023). Even when the complexity varies, rigor should remain by adhering to students' depth of knowledge (Hess, 2023). Overall, complex tasks provide opportunities for students to deepen their learning and understanding.
Hess, K. (2023). Rigor by design, not chance. Association for Supervision and Curriculum
Development (ASCD).
As a future math educator, I was interested in how I can develop complex math tasks that deepen students understanding. The article “Launching Complex Tasks” provides insight into how math teachers can maintain rigor through developing complex tasks (Jackson et al., 2012). The article addresses how math lessons should be centered around complex tasks to understand mathematical concepts deeply (Jackson et al., 2012). According to the article, the benefit of complex tasks is that they “invite students to generate multiple solutions and justify their reasoning” (Jackson et al., 2012, p. 2). Complex tasks usually occur in three steps: introduction to students, students working on the task, and finally, whole class discussion (Jackson et al., 2012). The article uses a concrete example of a complex task given to middle school students about a linear relationship and non-zero y-intercepts (refer to Illustration 1) to break down the essential elements of complex tasks (Jackson et al., 2012). The first important element is to discuss the key contextual features of the complex task, allowing teachers to provide background knowledge to students to help them start the task (Jackson et al., 2012). The second important element is to discuss the key mathematical ideas of the complex task, which enables teachers to clear up any confusion about the mathematical content the students will need to use to solve the task (Jackson et al., 2012). The third crucial element is to develop common language to describe the key features which allow students to be able to communicate effectively with one another (Jackson et al., 2012). The last important element is to maintain the cognitive demand by the teacher not telling the students how to complete the task (Jackson et al., 2012). Students must be critical thinkers and have choices in solving a problem (Jackson et al., 2012). Overall, teachers must design high-quality complex tasks by asking themselves how the task coincides with the four essential elements (refer to illustration 2) (Jackson et al., 2012).
Illustration 1: (Jackson et al., 2012, p. 4)
Illustration 2: (Jackson et al., 2012, p. 7)
The book and the article both stress the importance of complex tasks. The book explains eight crucial steps to designing complex tasks, while the article lists questions the teacher should use to help plan complex tasks (Hess, 2023; Jackson et al., 2012). Teachers must complete steps 1-4 of the eight steps that focus on what the task will cover, the type of task format, and students' decisions (Hess, 2023). Then, the teacher must answer the questions about how the task will align with the four essential elements from the article (Jackson et al., 2012). Finally, the teacher can resume steps 5-8 from the book that focus on how the teacher will implement and provide feedback on the task (Hess, 2023). These steps and questions allow teachers to understand how to effectively plan and design complex tasks (Hess, 2023; Jackson et al., 2012). The book and the article are an excellent resource for teachers to refer to when designing complex tasks.
Interpersonal skills are an essential topic addressed in both the book and the article. The book addresses that teachers should design complex tasks to develop and analyze students' collaboration skills (Hess, 2023). The article elaborates on the importance of collaboration skills: "Developing common language gives students a way to communicate with one another while working in small groups and participating in the whole-class discussion” (Jackson et al., 2012, p. 6). Therefore, the two sources ultimately show the importance of weaving interpersonal skills into complex tasks (Hess, 2023; Jackson et al., 2012). The article allowed me to understand further that teachers are responsible for creating complex tasks that deepen students understanding (Jackson et al., 2012).
Both sources explain that complex tasks should maintain rigor (Hess, 2023; Jackson et al., 2012). The article states, “To maintain the cognitive demand, or mathematical rigor, of the task, avoid suggesting a particular solution method to students. Doing so robs them of the opportunity to develop mathematical understanding as they generate their own solution methods and representations” (Jackson et al., 2012, p. 6). The book furthers the idea of rigor, explaining that teachers must stretch students' thinking so they can transfer skills and concepts to different tasks (Hess, 2023). Even when the complexity varies, rigor should remain by adhering to students' depth of knowledge (Hess, 2023). Overall, complex tasks provide opportunities for students to deepen their learning and understanding.
References
Hess, K. (2023). Rigor by design, not chance. Association for Supervision and Curriculum
Development (ASCD).
Jackson, K. J., Shahan, E. C., Gibbons, L. K., & Cobb, P. A. (2012). Launching complex tasks. Mathematics Teaching in the Middle School, 18(1), 24-29. doi: 10.5951/mathteacmiddscho.18.1.0024
Teaching students to be meaningful collaborators is a difficult challenge for teachers, so I appreciate the consideration of that in this post.
ReplyDeleteHello Lucy
ReplyDeleteIn Effective Teaching and Planning, you break down the importance of complex tasks and performance-based assessments. I am always intrigued to hear your ideas about how to use specific strategies in a math-oriented classroom. In your research article, you state that it “invite students to generate multiple solutions and justify the reasoning” (Jackson et al., 2012, p. 2.) Specifically, the example of all the linear relationships between non-zero relationships to break down the elements of the task. I find similarities between my classroom and how you describe your classroom. Giving the students opportunities to find different avenues to find answers. You always have great thoughts and ideas on how to incorporate math in a different way!
I loved how you were able to connect to your own classroom and how you can incorporate complex tasks in your teaching. I will be able to use this information when I teach someday at the elementary level. You said, "The book furthers the idea of rigor, explaining that teachers must stretch students' thinking so they can transfer skills and concepts to different tasks." This is such an important aspect of student learning. It is important to help students develop skills that are transferrable to life after school and other concepts.
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