The Teach Less, Learn More (TLLM) movement (Ministry of Education, 2005) focuses on the quality of interaction between the learners and the teacher. It means teaching better so that students are better engaged during the learning process. This study is one school's response to this call. The school developed RI3CH TASKS, which are transdisciplinary that present authentic problems to solve and engage students through pragmatic social action. These authentic problems require students to use the higher order skills of analysis and applications and be engaged in the process.

Three classes of Grade 7 students were exposed to RI3CH TASKS for five months. In this project, students were assessed on sub-tasks and these assessments contributed to the assessment of their end product. The students were given feedback on their performance in sub-tasks in a timely and specific manner to allow for self-adjustments on the students' part (Wiggins, 1998).

This study seeks to find out the relationship between engaged learning and the instructional practices, specifically in using assessment to improve learning. The PETALSTM Engagement Indicator (PEI) questionnaire was used to measure students' engagement before and after intervention via the RI3CH TASKS. The different dimensions to produce engaged learning were also measured before and after students participated in this study. There was a medium effect size in the dimension on Pedagogy (P), small effect size in dimensions on Experience of Learning (E), Assessment (A) and Learning Content (L). A correlational analysis performed between the dimensions P, E, A and L engagement showed A and L having high correlation coefficients with overall engagement. The implications of these relationships will be discussed in this paper.