Who says a TEST OF KNOWLEDGE has to be an EXAM?


The Industrial Technology Timber scope and sequence for year 10 set from last year is crap. Yeah, that’s kind of harsh, but the over testing of repetitive outcomes, lack of diversity in tasks (folio, prac, exam, folio, prac, exam **repeat) and the minimal GAP between assessments has been driving me bonkers all year.

I spent AGES re-creating a year 11 Design and Technology assessment – with the focus of “making it real” – this task was so successful that the idea of issuing year 10 Timber students with a hour long test that replicated the content/outcomes in the half yearly was absurd! With the need for modified tasks to be issued, not all students could even access the test?  – – CUE teacher frustration!!

After an awesome chat with our Leader of Pedagogy a few weeks back about HOW I could get the diversity I wanted into a scope and sequence that was already set he said “Who says a TEST OF KNOWLEDGE has to be in the form of an EXAM?” – – – (clever guy our LOP, you should follow him on twitter! @MarkOConnor1976 )



This is what I knew I wanted in a task:

  • I wanted to make an assessment that was UN-GOOGLABLE
  • An opportunity to apply subject knowledge in a real world contexts
  • Allow for self-driven practical experiences
  • Test plan reading/numeracy – been a real focus of improvement this term
  • Have OPTIONS that would test the same skills/knowledge but allow students to have some CHOICE in the assessment process/format

There are quite a few students in the course that receive modified assessments. Due to the nature of the course and the level of improvement students have demonstrated since year 9, they are gradually doing tasks that resemble a “full” assessment. HOWEVER, if a class test was issued in the format of multiple choice, short response and extended response was to be issued, they would NOT be able to complete it. Whilst writing the task, I kept those students in mind, knowing that many of them would be continuing with the HSC course and building confidence in presenting knowledge is important, more so than “practicing exam techniques”.

I have included the NEW task below, I would love your feedback, thoughts and maybe you could share what you do!

Task Description


When writing re-writing the scope and sequence for next years year 10 Timber, I will take into the account that SO MUCH THEORETICAL KNOWLEDGE is in the year 9 course, but not so much the year 10. Ideally I would like to RE-WRITE the WHOLE STAGE – balancing this out, but until a new cohort start year 9 I think this task is great.