Home > Topdrawer > Fractions > Assessment > Designing assessment tasks > Closed or open tasks
Closed or open tasks
The decision about designing either closed or open tasks depends on the nature of the information required.
Comparing an example of each task-type reveals the difference between the information that can be gained from closed and open tasks.
Consider what might be revealed about student understanding of the addition of fractions through responding to these tasks.
Closed task:
\(\frac{1}{2}\) + \(\frac{3}{8}\) = ?
Open task:
What pair of fractions can be added to give the total of \(\frac{7}{8}\)?
Find as many pairs as you can.
Closed tasks typically:
- have one correct answer
- can be completed quickly
- assess one specific piece of knowledge, or a specific skill or procedure
- provide limited information about student thinking
- provide limited opportunity for students to demonstrate higher levels of understanding.
Open-ended tasks typically:
- have a range of appropriate responses
- take longer to complete
- assess a range of knowledge and skills
- provide information about problem-solving strategies and thinking
- provide opportunity for students to demonstrate higher levels of understanding.
