In the first part of this article (Burns, 2023), I addressed the question of how teachers can maximise engagement in tasks for student learning by developing five key habits.
An area of enquiry we did not address, and to which I will now turn in this second part, is how we can analyse task quality. If we are to understand the impact of our curriculum design, we must be able to accurately evaluate the way in which the intent of our curriculum has been implemented through the tasks that teachers design.
As I said in my last article, however well-developed the curriculum is by teachers, it only comes to be known and understood by the learner through the tasks they engage in during lessons.
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