2010 Sasta Planning And Assessing

597 views
522 views

Published on

Kirsty Gerbert's Presentation SASTA 2010

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
597
On SlideShare
0
From Embeds
0
Number of Embeds
38
Actions
Shares
0
Downloads
0
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

2010 Sasta Planning And Assessing

  1. 1. <ul><li>Planning </li></ul><ul><li>and </li></ul><ul><li>Assessing </li></ul><ul><li>using the new subject outline </li></ul>
  2. 2. <ul><li>We will all be at different stages with our planning for 2010. </li></ul><ul><li>If you have been to the Learning Area Meetings and had planning days at school last term, you may have already been through this process. </li></ul>
  3. 3. <ul><li>Write an assessment plan – due in the first few weeks to the SACE Board </li></ul><ul><li>Curriculum Outline – online on Monday 18 th ! </li></ul><ul><ul><li>Learning Requirements (pg 8) </li></ul></ul><ul><ul><li>Assessment Design Criteria (pg 25) </li></ul></ul><ul><ul><li>Specific Features (pg 25) </li></ul></ul><ul><ul><li>Note: </li></ul></ul><ul><ul><li>The assessment design criteria remain the same as the draft – there are 4 </li></ul></ul><ul><ul><li>The specific features have changed from the draft – there are 13 now instead of 17 </li></ul></ul>
  4. 4. <ul><li>The learning requirements summarise the knowledge, skills, and understanding that students are expected to develop and demonstrate through their learning. </li></ul><ul><li>In this subject, students are expected to: </li></ul><ul><li>demonstrate knowledge and understanding of the factors that cause psychological differences and similarities between people and give examples of how these factors affect the behaviours of self, others, and groups </li></ul><ul><li>analyse the behaviours of self, other individuals, and groups of people in different contexts in a way that recognises the values of independence and interdependence </li></ul><ul><li>demonstrate an understanding of ethical research by designing, undertaking, and evaluating guided investigations </li></ul><ul><li>make informed decisions about issues, events, and situations in society by applying relevant psychological principles and ethics </li></ul><ul><li>demonstrate organisation and reflection in the application of psychological principles, taking into account ethical considerations </li></ul><ul><li>search for, record, evaluate, and organise psychological information and use psychological terminology effectively to communicate key ideas, understandings, processes, and values in a range of contexts </li></ul><ul><li>undertake a variety of roles while working as a member of a team, to achieve individual and shared goals. </li></ul>
  5. 5. <ul><li>Investigation </li></ul><ul><li>Analysis and Evaluation </li></ul><ul><li>Application </li></ul><ul><li>Knowledge and Understanding </li></ul>
  6. 6. <ul><li>Investigation Application </li></ul><ul><ul><li>I1 A1 </li></ul></ul><ul><ul><li>I2 A2 </li></ul></ul><ul><ul><li>I3 A3 </li></ul></ul><ul><ul><li>I4 </li></ul></ul><ul><li>Analysis and Evaluation Knowledge and </li></ul><ul><ul><li>AE1 Understanding </li></ul></ul><ul><ul><li>AE2 KU1 </li></ul></ul><ul><ul><li>AE3 KU2 KU3 </li></ul></ul>
  7. 7. <ul><li>Landscape copy – as per the curriculum outline </li></ul><ul><li>Portrait copy </li></ul><ul><li>Redesigned copy </li></ul>
  8. 8. <ul><li>Refer to existing assessment plan from old SACE. </li></ul><ul><li>Review assessment tasks, decide which ones to keep, or modify – select between 4-5 tasks for new sace plan. </li></ul>
  9. 9. Weighting of Assessment Types Assessment Type Weighting (%) Investigations Folio 40% Skills and Applications Task 60%
  10. 10. Name of Assessment (as described in the Assessment Details following) Issues Investigations *** Group Investigation – Social Influence Conformity *** Test – Introduction to Psychology & emotion Assignment – Road Rage Test – Social Behaviour Weighting of Assessment Types Assessment Type Weighting (%) Investigations Folio 40% Skills and Applications Task 60%
  11. 11. <ul><li>Prepare assessment plan. </li></ul><ul><ul><li>Look at each task, then select the appropriate Learning Requirements (there are 7 for Psych) Page 8 Curriculum Outline </li></ul></ul><ul><ul><li>Look at each task, then select the appropriate Assessment Design Criteria (there are 4 for Psych) Page 25 Curriculum Outline </li></ul></ul><ul><ul><li>Look at each task, then select the appropriate Specific Features (there are 13 in total) Page 25 Curriculum Outline </li></ul></ul>
  12. 12. Name of Assessment (as described in the Assessment Details following) Learning Requirements (Indicate the Learning Requirements addressed) 1 2 3 4 5 6 7 Issues Investigations      Group Investigation – Social Influence Conformity       Test – Introduction to Psychology & emotion    Assignment – Road Rage      Test – Social Behaviour   
  13. 13. Not always clear when referring solely to the ADC. I found it easier to refer to the “A” performance standard to make sure that the tasks were set to enable students to achieve the PS’s. Assessment Design Criteria (Indicate the Assessment Design Criteria addressed) Investigation Analysis and Evaluation Application Knowledge and Understanding I2, I4 AE1, AE3 A1, A2, A3 (ind) KU1 KU3 I1, I2, I3, I4 AE2, AE3 A1, A2, A3 (gp) KU1, KU3 A2 KU1, KU2 KU3 AE1 A1, A2, KU1, KU2, KU3 A2 KU1, KU2 KU3,
  14. 14. Name of Assessment Description of Assessment (a description of the flexible, and where appropriate, negotiable, ways in which students will show evidence that demonstrates their learning against the performance standards, including to the highest standard) Assessment conditions as appropriate (e.g. task type, word length, time allocated, supervision) Investigations Issue Students gather information for an investigation into the ethical issues associated with using a polygraph in criminal law cases. They will access information from a variety of sources, analyse their findings, critically evaluate the evidence, and develop and explain their conclusions. Individual assessment of report. Format of report is negotiable. Word limit 750 words. Group Investigation After considering the data generated by the research program Social Influence - Conformity . S tudents work in a small group to construct a question that can be addressed by the data and prepare a proposal. Following approval of the proposal, the group undertakes an analysis of the data and then individuals prepare a report that discusses the investigation using appropriate psychological terminology and conventions. Students analyse and evaluate the evidence, discuss the research ethics relevant to this investigation. Group assessment for proposal. 2 lesson proposal preparation, 1 single lesson data analysis. Individual assessment of report Word limit 1000 words. Test A & B–Introduction to Psychology and Emotion Students demonstrate knowledge and understanding relevant to the key ideas of this topic, Research Investigation Designs, Ways of measuring data, ethical issues, Descriptive Statistics (Mean, median, mode and interpreting graphs), Knowledge of Psychological terminology relevant to the Introduction Topic. Common elements of different emotions, Theories of emotions. They communicate using appropriate psychological terminology. 2 x Single lesson Direct teacher supervision. Assignment – Road Rage Describe how road rage can be accounted for by biological, basic process, person and socio-cultural dimensions of emotion. Explain one psychological treatment that might help to reduce road rage Discuss 2 ethical issues that might arise in the psychological treatment of individuals convicted of road rage. Written report 500 words Test C– Social behaviour Students demonstrate knowledge and understanding relevant to the key ideas of this topic. 1 Single lesson Direct teacher supervision.
  15. 15. <ul><li>Review each assessment task – make sure that each task is now written in such a way that students can achieve an A against the performance standards. </li></ul><ul><li>Prepare a cover sheet for the assessment task that informs the students about which elements are being assessed, the purpose of assessment, the details of the task, the format, and the performance standards. </li></ul><ul><li>Double check that all specific features have been covered. Attempt to cover all twice, however in reality in a 18 week course this is not always possible. </li></ul>
  16. 16. <ul><li>Once the assessment plan was written, preparing the cover sheets and performance standards sheet was a relatively easy task </li></ul><ul><li>Ticked the relevant boxes in the top section </li></ul><ul><li>Reviewed the task itself and worded it such a way that the questions reflected the performance standards – see task sheet 1 </li></ul><ul><li>“ blocked out” the PS that did not relate to this task </li></ul>
  17. 17. Description of assessment Learning Requirements Assessment Design Criteria Specific Features  1  2  3  4  5  6  7  Investigation  Analysis and Evaluation  Application  Knowledge and Understanding  I1  I2  I3  I4  AE1  AE2  AE3  A1  A2  A3  KU1  KU2  KU3 <ul><li>Find a news article related to a criminal law case. </li></ul>I2 <ul><li>Investigate one theory about the elements of an emotion </li></ul>KU1 <ul><li>Analyse the emotions experienced by the two parties involved in your case. </li></ul>AE1 <ul><li>Critically evaluate the ethical issues involved in the use of a polygraph equipment to measure lies. </li></ul>AE3 <ul><li>Suggest a solution to the problem faced by the criminal courts in finding the “truth” in all cases. </li></ul>A1 <ul><li>Use referencing where appropriate and provide a bibliography. </li></ul>I2 <ul><li>Throughout the investigation </li></ul><ul><li>Use appropriate psychological terms </li></ul><ul><li>Communicate knowledge and understanding of psychology </li></ul><ul><li>Obtain, record and display findings of an investigation using an appropriate format </li></ul><ul><li>Demonstrate skills in individual work </li></ul>A2 KU3 I4 A3
  18. 18. <ul><li>At this stage… </li></ul><ul><li>I plan to use performance standards to assess the 2 Investigations Folio Pieces and the assignment </li></ul><ul><li>I plan to use scores to assess the 2 tests in Skills and Application Tasks – and then reference these scores back to the performance standards. </li></ul>
  19. 20. <ul><li>Who knows – like anything new it will need a review, and modifications on the run </li></ul><ul><li>We are all novices in this process. </li></ul><ul><li>All teachers will interpret Performance Standards differently, and until we moderate our work and work extensively with the PS and have professional discussions with our colleagues we are all in the same boat! </li></ul>
  20. 21. Noah's Ark Everything I need to know, I learned from Noah's Ark. TWO: Remember that we are all in the same boat. THREE: Plan ahead. It wasn't raining when Noah built the Ark. FOUR: Stay fit. When you're 60 years old, someone may ask you to do something really big. FIVE: Don't listen to critics; just get on with the job that needs to be done. SIX: Build your future on high ground. SEVEN: For safety's sake, travel in pairs. EIGHT: Speed isn't always an advantage. The snails were on board with the cheetahs. NINE: When you're stressed, float a while. TEN: Remember, the Ark was built by amateurs; the Titanic by professionals. ELEVEN: No matter the storm, when you have faith and believe in yourself, there's always a rainbow waiting. ONE: Don't miss the boat. GOOD LUCK.

×