DESIGNING COMPLEX TASKS: The Power of Far Transfer

CHAPTER 5: Designing Complex Tasks

In Chapter 5, Hess dives into complex tasks. So far, she has gone through the steps involved in formulating schemas, thinking through strategic scaffolding, and asking a series of probing questions. These are all wonderful pieces of a tiered approach to designing complex tasks. Hess continues her talk about the value of creating complex tasks by introducing the concept of PBAs (performance-based assessments), near transfer, and far transfer- and how they all relate to each other.

First of all, what are PBAs, and what is the big deal? According to Hess, PBAs “demonstrate evidence of proficiency by creating authentic products of learning, such as designing a website, participating in a debate, or producing art” (p. 43). These aren’t your stereotypical tests that you might have grown up stressing about as a kid; These are chances for students to engage in practical interactions with classmates, the material, and themselves that push the learner beyond surface-level understanding.  

Instead of a specific Performance-Based Assessment (PBA) that will work for every student, educators can create an enriching, evidence-based PBA by following this three-part method:

Part 1: brainstorming ideas for task purpose and scope

Part 2: putting the task description together

Part 3: creating directions, clarifying success criteria, and developing scoring rubrics

Following this strategic planning process results in a variety of designed PBAs, such as case studies, podcasts, performance poetry, and more (Hess, 2023). Ultimately, the aim of employing top-notch PBAs is to grant students access to both near and far transfer. Hess defines far transfer as “applying what you know in ways you might not have been explicitly taught” (p. 96). Far transfer only comes consequent to near transfer, which is the application of knowledge to material that was explicitly taught. For instance, if students have learned how to solve word problems involving addition and subtraction with single-digit numbers, near transfer would involve applying the same problem-solving strategies to word problems that involve two-digit numbers. While this is a great example of near transfer, far transfer would involve the indirect correlation of mathematical principles in a chemistry class that was not explicitly taught within that context.

 

With all of the discussion of near and far transfer, I decided to find a scholarly article on the two skills and see a different perspective. In Transfer of Learning, David Perkins draws out near and far transfer, identifying crucial correlations between the two.

 

Applying knowledge or abilities from one setting to another that is comparable or closely related is known as near transfer. It entails having the flexibility to apply previously learned information or abilities to a somewhat different but similar circumstance. According to Perkins, “Near transfer, as used in education, is the capacity of students to apply what they have learned in one subject or work to another that is similar in nature, enabling a more flexible and integrated comprehension. Far transfer, which entails using information or abilities in radically different or unrelated settings, is sometimes contrasted with this kind of transfer.” Near transfer is beneficial for developing a more versatile skill-set and for handling real-world problems, which is consistent with the views of Hess.

Then there is far transfer. In contrast to near transfer, far transfer calls on learners to modify what they have learned to fit into new and varied circumstances. Perkins says, “Many people believe that achieving remote transfer is a more difficult and complex operation. As a result of having to identify underlying ideas or methods that go beyond the initial learning context, it exhibits a higher degree of generalization.” In order to promote a better comprehension of ideas that may be applied in various real-world settings, far transfer is essential, which can be explicitly taught through the design of high-quality PBAs.

Chapter 5 of Karin Hess's exploration into complex tasks provides an explanation of the processes involved in designing meaningful assessments, particularly performance-based assessments (PBAs). The significance of PBAs is their ability to showcase learning through interactive and engaging methods, resulting in near transfer and far transfer. In what ways can PBAs be generalized to support a curriculum? And in what ways can an educator be able to collect data through PBAs and still have it qualify as HQSD?

I personally would love to see if there will ever be a day when state testing evolves into a PBA model- or at least has a version of it included!

References

. Hess, Karin. (2023).  Rigor by Design, Not Chance: Deeper Thinking Through Actionable Instruction and Assessment. ASCD ASSN SUPERV CURR DEV, 2023. 

Perkins, David. Transfer of Learning - Researchgate, www.researchgate.net/profile/Gavriel-Salomon/publication/2402396_Transfer_Of_Learning/links/553506410cf2df9ea6a42d77/Transfer-Of-Learning.pdf. Accessed 18 Nov. 2023.