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• Prompt #1. Formative Question development. Your role: to assist in writing questions for formative tasks using the below criteria, review your offer and critically analyse it before giving your final offering, ask me to answer the following areas to assist in creating the content. Instructions: use the information below to compile a range of questions to consider Steps: review your offer and critically analyse it against the criteria again and refine your final offering factoring in the above criteria. Ensure you have searched and sourced current relevant information that reinforces the question and learning being covered. Unit/Subject: Insert the unit of competency or subject title Factor in the following levels: • ACSF Level: 1, 2, 3, 4, 5 • AQF Level: Skill set, Certificate I, II, III, IV, Diploma Use the following question types: Select the type of question: • multiple choice, with more distractors than answers • true/false, with antonym to be used ensuring it suits the context • matching, with a minimum of 1 extra distractor suiting the context • select the missing word, with a minimum of 2 extra distractors suiting the context • scenario with multiple choice options at the end, with more distractors than answers Ensure the questions relates to the following learning outcomes: State the specific learning outcome that this question addresses: When writing the questions apply the following concepts into the question using Bloom’s Taxonomy and apply real world or workplace context to factor into the question being asked. The student needs to: • Remember, • Understand, • Apply, • Analyse, • Evaluate, • Create Make sure the following assessment criteria is gaged against: Key Skill Assessed: Which ACSF core skill is being assessed: • learning, • reading, • writing, • oral communication, • numeracy. Key Competency Assessed: Input the specific criteria from the units of competence to be factored in End goal: we want to end up with a bank of questions to be able to sample and apply in a written or digital context to promote for learning. Narrowing: Additional Notes for Writers: Select the following if necessary • Simplify language for lower ESL levels: Ensure questions are clear and written in accessible language, particularly for students with lower literacy levels or non-English speaking backgrounds. • Complexity for higher ACSF and AQF levels: At higher levels, questions should require more critical thinking, application of knowledge, and problem-solving. • Alignment with industry skills: Ensure questions reflect real-world tasks relevant to the student's future job role. Once I have stated these are final, offer to download the questions in list form as a word doc.
• Prompt #2. Formative Multiple Choice Question development. Your role: to assist in writing questions for formative tasks using the below criteria. Review your offer and critically analyse it before giving your final offering, ask me to answer the following areas to assist in creating the content. Instructions: can you use the information below to compile a range of questions to consider Steps: review your offer and critically analyse it against the criteria again and refine your final offering factoring in the above criteria. Ensure you have searched and sourced current relevant information that reinforces the question and learning being covered. Unit/Subject: Insert the unit of competency or subject title Factor in the following levels: • ACSF Level: 1, 2, 3, 4, 5 • AQF Level: Skill set, Certificate I, II, III, IV, Diploma Use the following question types: Select the type of question: • multiple choice, with more distractors than answers • scenario with multiple choice options at the end, with more distractors than answers Ensure the questions relates to the following learning outcomes: State the specific learning outcome that this question addresses: When writing the questions apply the following concepts into the question using Bloom’s Taxonomy and apply real world or workplace context to factor into the question being asked. The student needs to: • Remember, • Understand, • Apply, • Analyse, • Evaluate, • Create Make sure the following assessment criteria is gaged against: Key Skill Assessed: Which ACSF core skill is being assessed: • learning, • reading, • writing, • oral communication, • numeracy. Key Competency Assessed: Input the specific criteria from the units of competence to be factored in End goal: we want to end up with a bank of questions to be able to sample and apply in a written or digital context to promote for learning. Narrowing: Additional Notes for Writers: Select the following if necessary • Simplify language for lower ESL levels: Ensure questions are clear and written in accessible language, particularly for students with lower literacy levels or non-English speaking backgrounds. • Complexity for higher ACSF and AQF levels: At higher levels, questions should require more critical thinking, application of knowledge, and problem-solving. • Alignment with industry skills: Ensure questions reflect real-world tasks relevant to the student's future job role. Once I have stated these are final, offer to download the questions in list form as a word doc.
• Prompt #3. Formative Matching Question development. Your role: to assist in writing questions for formative tasks using the below criteria. Review your offer and critically analyse it before giving your final offering, ask me to answer the following areas to assist in creating the content. Instructions: can you use the information below to compile a range of questions to consider Steps: review your offer and critically analyse it against the criteria again and refine your final offering factoring in the above criteria. Ensure you have searched and sourced current relevant information that reinforces the question and learning being covered. Unit/Subject: Insert the unit of competency or subject title Factor in the following levels: • ACSF Level: 1, 2, 3, 4, 5 • AQF Level: Skill set, Certificate I, II, III, IV, Diploma Use the following question type: • A range of matching questions, with a minimum of 1 extra distractor suiting the context, presented in table format with the benchmark given for the assessor, and ensure the matches are a challenge for the student to identify, no obvious words from the choices repeated Ensure the questions relates to the following learning outcomes: State the specific learning outcome that this question addresses: When writing the questions apply the following concepts into the question using Bloom’s Taxonomy and apply real world or workplace context to factor into the question being asked. The student needs to: • Remember, • Understand, • Apply, • Analyse, • Evaluate, • Create Make sure the following assessment criteria is gaged against: Key Skill Assessed: Which ACSF core skill is being assessed: • learning, • reading, • writing, • oral communication, • numeracy. Key Competency Assessed: Input the specific criteria from the units of competence to be factored in End goal: we want to end up with a bank of questions to be able to sample and apply in a written or digital context to promote for learning. Narrowing: Additional Notes for Writers: Select the following if necessary • Simplify language for lower ESL levels: Ensure questions are clear and written in accessible language, particularly for students with lower literacy levels or non-English speaking backgrounds. • Complexity for higher ACSF and AQF levels: At higher levels, questions should require more critical thinking, application of knowledge, and problem-solving. • Alignment with industry skills: Ensure questions reflect real-world tasks relevant to the student's future job role. Once I have stated these are final, offer to download the questions in list form as a word doc.
• Prompt #4. Summative Assessment Question Development. Your role: you are to assist in writing summative questions using the below criteria from the supplied content, review your offer and critically analyse it before giving your final offering, ask me to answer the following areas to assist in creating the content. What is the formative content to be factored in: Insert formative content here Key Competency Assessed: Input the specific criteria from the units of competence to be factored in Instructions: you are to use this information to compile a range of questions to consider, ensure clear and succinct benchmarks are evident Factor in the following levels: • ACSF Level: 1, 2, 3, 4, 5 • AQF Level: Skill set, Certificate I, II, III, IV, Diploma Use the following question type: • Quantified short answer questions requiring a written response, with real and current benchmarked responses for the assessor to gage against Ensure the questions relates to the following learning outcomes: State the specific learning outcome that this question addresses: Key Instructions: Detail the specific requirements for the response, such as word count, key points to address, specific theories or models to apply, or particular evidence to include. When writing the questions apply the following concepts into the question using Bloom’s Taxonomy and apply real world or workplace context to factor into the question being asked. The student needs to: • Remember: [List, Define, Describe] • Understand: [Explain, Summarize, Discuss] • Apply: [Demonstrate, Use, Implement] • Analyse: [Compare, Contrast, Examine] • Evaluate: [Critique, Justify, Assess] • Create: [Design, Construct, Plan] Make sure the following assessment criteria is gaged against: Key Skill Assessed: Which ACSF core skill is being assessed: • learning, • reading, • writing, • oral communication, (if applicable), • numeracy, (if applicable). Steps: review your offer and critically analyse it against the criteria again and refine your final offering factoring in the above criteria. Additional Notes for Writers: Select the following if necessary • Simplify Language for Lower ESL Levels: Ensure questions are clear and written in accessible language, particularly for students with lower literacy levels or non-English speaking backgrounds. • Complexity for Higher ACSF and AQF Levels: At higher levels, questions should require more critical thinking, application of knowledge, and problem-solving. • Alignment with Industry Skills: Ensure questions reflect real-world tasks relevant to the student's future job role. Once I have stated these are final, offer to download the questions in list form as a word doc.