Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

NCERT Module 8 - Assessment

69 views

Published on

Explores the principles of assessment and various assessment strategies can employ in thjer classroom

Published in: Education
  • Be the first to comment

  • Be the first to like this

NCERT Module 8 - Assessment

  1. 1. Learning Intentions 1. Review the Australian Curriculum and identify the S.T.E.M and transversal competencies 2. Use the Planning document to map to the Australian Curriculum 3. Examine how we can assess projects
  2. 2. Prior Knowledge Knowledge that students bring with them to class CAPTURE LEARNING REVIEW STEM & UNESCO COMPETENCIES
  3. 3. LEARNING AREA STRUCTURE FOUNDATION Rationale and aims o Outline the purpose and structure of the learning area Content descriptions o Core knowledge, understandings and skills – what students will be taught o Accompanied by content elaborations that illustrate and exemplify content Achievement standards o Describe the learning typically expected of students o Accompanied by work samples that illustrate and exemplify 4
  4. 4. SCIENCE - ORGANISATION Science Understanding Biological sciences Chemical sciences Earth and space sciences Physical sciences Science as a Human Endeavour Nature and development of science Use and influence of science Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating Overarching ideas
  5. 5. • Core content • Conceptual development across and over sub-strands • Key concepts identified in ‘organisation’ section • Year by year bands Science Understanding Biological sciences Chemical sciences Earth and space sciences Physical sciences
  6. 6. • The unique nature of science and scientific knowledge • Development of scientific knowledge • How science knowledge and applications affect peoples’ lives • How science is influenced by society • How science informs decision making • Two-yearly bands Science as a Human Endeavour Nature and development of science Use and influence of science
  7. 7. • Evaluating claims • Investigating ideas • Solving problems • Drawing valid conclusions • Developing evidence-based arguments • Broad notion of ‘investigation’ • Role of representation and discourses of science • Two-yearly bands Science Inquiry Skills Questioning and predicting Planning and conducting Processing and analysing data and information Evaluating Communicating
  8. 8. Science Inquiry Skills Science as a Human Endeavour Science Understanding Science Curriculum CONNECTING THE THREE STRANDS
  9. 9. NATIONAL CURRICULUM SCIENCE UNDERSTANDING Biological science Chemical sciences Physical sciences Earth and space sciences SCIENCE AS A HUMAN ENDEAVOUR •Nature and development of science •Use and influence of science SCIENCE INQUIRY SKILLS •Planning and conducting •Evaluating
  10. 10. THE PROFICIENCY STRANDS Understanding develops from becoming aware of their physical state and encountering, reacting and responding to the world around them and to some everyday events and routines Fluency includes students learning to control their behaviour and internal state and developing a repertoire of reactions to everyday experiences and events Problem Solving includes students attending to and exploring the world around them with as much independence as possible Reasoning includes students coactively exploring and manipulating objects in their immediate environment and experiencing the language associated with maths activities.
  11. 11. MATHS CONTENT NUMBER AND ALGEBRA Number and algebra are developed together, as each enriches the study of the other. Students apply number sense and strategies for counting and representing numbers. They explore the magnitude and properties of numbers. They apply a range of strategies for computation and understand the connections between operations. They recognise patterns and understand the concepts of variable and function. They build on their understanding of the number system to describe relationships and formulate generalisations. They recognise equivalence and solve equations and inequalities. They apply their number and algebra skills to conduct investigations, solve problems and communicate their reasoning. MEASUREMENT AND GEOMETRY Measurement and geometry are presented together to emphasise their relationship to each other, enhancing their practical relevance. Students develop an increasingly sophisticated understanding of size, shape, relative position and movement of two-dimensional figures in the plane and three-dimensional objects in space. They investigate properties and apply their understanding of them to define, compare and construct figures and objects. They learn to develop geometric arguments. They make meaningful measurements of quantities, choosing appropriate metric units of measurement. They build an understanding of the connections between units and calculate derived measures such as area, speed and density. STATISTICS AND PROBABILITY Statistics and probability initially develop in parallel and the curriculum then progressively builds the links between them. Students recognise and analyse data and draw inferences. They represent, summarise and interpret data and undertake purposeful investigations involving the collection and interpretation of data. They assess likelihood and assign probabilities using experimental and theoretical approaches. They develop an increasingly sophisticated ability to critically evaluate chance and data concepts and make reasoned judgments and decisions, as well as building skills to critically evaluate statistical information and develop intuitions about data.
  12. 12. TECHNOLOGIES LEARNING AREA Digital Technologies Design and Technologies
  13. 13. DIGITAL CONTENT Design and Technologies Digital Technologies Technologies and society •the use, development and impact of technologies in people's lives •Technologies contexts Technologies and design across a range of technologies contexts: Engineering principles and systems •Food and fibre production •Food specialisations •Materials and technologies specialisations Digital systems •the components of digital systems: hardware, software and networks and their use Representation of data •how data are represented and structured symbolically Knowledge and understanding
  14. 14. Processes and production skills Design and Technologies Digital Technologies Creating solutions by: •investigating and defining •designing •producing and implementing •evaluating •collaborating and managing Collecting, managing and analysing data •the nature and properties of data, how they are collected and interpreted Digital implementation •the process of implementing digital solutions Creating solutions by: •investigating and defining •designing •producing and implementing •evaluating •collaborating and managing
  15. 15. CAPTURIN G LEARNING What do we want students to learn? How can we capture this learning?
  16. 16. PRINCIPLES OF GOOD ASSESSMENT PRACTICE • VALID Assesses the actual skills and understandings expected of students. • EDUCATIVE Assessment should make a positive contribution to student learning. • EXPLICIT Assessment criteria should be explicit. • FAIR Assessment should be demonstrably fair to all students and not discriminate. • COMPREHENSIVE Judgements should be based on multiple kinds and sources of evidence. Adapted from WA curriculum framework (1998)
  17. 17. BIG IDEA #1: WHAT TYPE OF REFERENCING? NORM REFERENCING • Norm referencing is comparative within the group. Norm referencing may use experience to categorise a person and make predictions about their behaviour. e.g. “john is 5th best in the class”, “a b is between 70% & 80%”. CRITERION REFERENCING • Criterion referencing is based on actual performance. It looks at the types of things that people can do and categorises them by what they can do.
  18. 18. BIG IDEA #2: ASSESSING THE UNDERLYING ‘KEY CONCEPT’ Key concept Achievement standard statement The form and features of living things are related to the functions their systems perform • describe features common to living things •sequence key stages in the life cycle of a plant or animal • analyse how the form of living things enables them to function in their environments •analyse the relationship between structure and function at cell, organ
  19. 19. BIG IDEA #3: VALIDITY & RELIABILITY • Validity of an assessment refers to use and interpretation of the evidence collected. • Reliability refers to the extent to which an assessment can theoretically provide repeatable outcomes for candidates of equal competence at different times and/or places. Do these assessments compromise reliability or validity? a) Assessing a student’s football skills by asking them to write an essay. b) Teaching and assessing a unit on Forces through a study of skateboarding. c) Using complex or technical language in the task sheet.
  20. 20. ASSESSMENT Diagnostic (Assessment before learning) The teacher is concerned with determining what each student knows at the beginning of a topic and what misconceptions they may have.
  21. 21. Formative (assessment for learning) The teacher is concerned with providing feedback, reinforcement and prescriptive actions for each student ASSESSMENT
  22. 22. Summative (assessment of learning) Occurs at the end of the teaching program – results are used as the basis for reporting to parents, final level for students ASSESSMENT
  23. 23. PROCESS Students Teachers Examples Engage What will interest students ? What students know? Engage/Tuning in/Focus Engage Eg Brain storm Curriculum review/ Teaching plan What do they need to know? Review the Curriculum and consider General Capabilities Tuning in Explore What do they want to know? Developing answerable Q Developing questions Inquiry /Finding Out How do they find out? Using strategies to explore Hands on activities Research based Curriculum review/Teachin g plan Are they still learning this or what do they know now Review the Curriculum and consider General Capabilities Inquiry/Finding Out How do they continue to find out Using strategies to explore Hands on activities research based Present What have they learnt? Assessment
  24. 24. Designed to enable students in iSTEM unit to capture childrens’ learning in content STEM and skills based on UNESCO domains and sub domains
  25. 25. UNESCO domains and sub domains mapped to Year 6 general capabilities
  26. 26. Attempt to complete the task using the proforma
  27. 27. ALMOST FINISHED

×