"Billy Cart" Unit

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Assessment report for billy cart unit.

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  • "Billy Cart" Unit

    1. 1. Assessment for, of and as Learning Staff Meeting 13 th October 2006 By EXE202 Task 3
    2. 2. Outline of Unit <ul><li>‘ Billy Cart Grand Prix’ </li></ul><ul><li>Teaching Integrated Studies </li></ul><ul><li>Lesson Sequences </li></ul><ul><li>Lesson 1 Introduction to Billy Cart design </li></ul><ul><li>Lesson 2 Researching Elements of Billy Cart design </li></ul><ul><li>Lesson 3 Presentation of Research </li></ul><ul><li>Lesson 4 Design your own Billy Cart </li></ul>
    3. 3. Curriculum <ul><li>Within the four lesson plans, we have identified: </li></ul><ul><li> - the student learning outcomes </li></ul><ul><li> - existing assessment tasks </li></ul><ul><li>- revised assessment tasks </li></ul><ul><li>and will include authentic assessment where students are to perform real world tasks to measure the depth of acquired knowledge and understanding. </li></ul><ul><li>The following tables demonstrate the appropriate linking to the VELS: </li></ul>
    4. 4. Lesson Plan 1 <ul><li>Introduction to Billy Cart design </li></ul><ul><li>Use of strategic questioning to establish prior knowledge and prompt discussion. </li></ul><ul><li>Introduction and discussion of design brief </li></ul><ul><li>Existing Lesson: Pre-structured design brief task handed out. </li></ul><ul><li>Revised Lesson: Negotiated design brief and criteria formulated. </li></ul>
    5. 5. Curriculum Lesson Plan One Establishment of prior knowledge. Observation (anecdotal evidence) Observation & Feedback Existing Assessment Establishment of prior knowledge. Observation (anecdotal evidence) Negotiated design brief with negotiated assessment criteria. Revised Assessment Student Learning outcomes VELS Strand, Domain, Dimension Develop their own questions for investigations and make judgments about its worth. Student(s) properly generate questions and or problems around a topic. Interdisciplinary Learning: Thinking – Reasoning, processing and inquiry. Students will gain clear understanding of design brief requirements that will include some limitations and specifications. Interdisciplinary Learning: Design, Creativity and Technology – Investigating and designing
    6. 6. Lesson Plan 2 <ul><li>Researching elements of Billy Cart design. </li></ul><ul><li>Formation of teams </li></ul><ul><li>Brainstorming ideas, formulate action plan for team research and presentation </li></ul><ul><li>Teams begin research </li></ul>
    7. 7. Curriculum Lesson Plan Two Observation Summative Presentation Existing Assessment Building social relationships; ability to respect other opinions and develop strategies for conflict management. Working in teams: Roles are adequately created, work is co-operative and students responsible for their role in the task. - Students are able to use a range of research methods to collect data in response to design briefs. Student Learning outcomes Reflective Journal Group Peer Assessment Formative Presentation Revised Assessment VELS Strand, Domain, Dimension Physical, Personal and Social Learning: Interpersonal Development – Working in teams, Building social relationships Interdisciplinary Learning: Design, Creativity and Technology – Investigating and designing
    8. 8. Lesson Plan 3 <ul><li>Presentation on Billy Cart research </li></ul><ul><li>Teams finalize research and presentations </li></ul><ul><li>Team class presentation </li></ul>
    9. 9. Curriculum Lesson Plan Three Summative Assessment Summative Assessment Existing Assessment Students deliver logically and clearly presented information to the class Listening and Speaking becomes important for co-operation, planning, rehearsal and presentation. Student Learning outcomes Observation and Feedback Formative Assessment Observation and Feedback Formative Assessment Revised Assessment Disciplinary Based Learning: English – Speaking and Listening VELS Strand, Domain, Dimension Interdisciplinary Learning: Communication – Presenting
    10. 10. Lesson Plan 4 <ul><li>Designing your own Billy Cart </li></ul><ul><li>Lesson dedicated to teams to create and finalizing their own Billy Cart designs </li></ul>
    11. 11. Curriculum Lesson Plan Four Observation Graded Assessment as per teacher designed criteria Graded Assessment as per teacher designed criteria Existing Assessment Building social relationships; ability to respect other opinions and develop strategies for conflict management. Working in teams: Roles are adequately created, work is co-operative and students responsible for their role in the task. Students will demonstrate creativity in their thinking in a range of contexts. Students will generate and communicate design ideas in response to a design brief. Student Learning outcomes Peer Group Assessment Reflective Journal Rubrics as per negotiated criteria Rubrics as per negotiated criteria Revised Assessment VELS Strand, Domain, Dimension Physical, Personal and Social Learning: Interpersonal Development – Working in teams, Building social relationships Interdisciplinary Learning: Thinking – Creativity Interdisciplinary Learning: Design, Creativity and Technology – Investigating and designing
    12. 12. Assessment <ul><li>To assess effectively, a balanced ongoing assessment approach is required to ensure our judgements are valid and consistent. The moderation process is in place to ensure that this occurs. </li></ul><ul><li>We need to ensure that we monitor student learning in a consistent and comprehensive manner to improve their learning and achieve a deeper understanding by employing the following three approaches: </li></ul><ul><li>‘ assessment for learning’ </li></ul><ul><ul><ul><ul><ul><li>‘ assessment as learning’ </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>‘ assessment of learning’ </li></ul></ul></ul></ul></ul>
    13. 13. Assessment for Learning <ul><li>This is the use of assessment in a formative way. Assessment is used to inform future learning “when teachers use inferences about student progress to inform their teaching” (SOFWEB, Assessment advice). The feedback is then focussed on improving student learning. </li></ul><ul><li>We can do this by Pre-testing. </li></ul><ul><li>The evidence gained provides opportunities to identify student needs and therefore to ensure a deep understanding can be achieved throughout the learning process. </li></ul><ul><li> </li></ul>
    14. 14. Assessment as Learning <ul><ul><li>This is a formative style of assessment. </li></ul></ul><ul><ul><li>Strategies are used so students can reflect and monitor their own progress through ‘ Self and Peer Assessments’ because “assessment should be an integral component of course design and not something to add afterwards” (VELS, Assessment principles) </li></ul></ul><ul><ul><li>Teachers should make ‘ anecdotal records when observing ’ so that they have “useful information to report credibly to parents” (VELS, Assessment principles) and because “assessment for improved performance involves feedback and reflection” (VELS, Assessment principles) </li></ul></ul><ul><ul><li>This purpose builds metacognition and encourages students to monitor and take responsibility for their own learning through ‘effective participation’ and by ‘Designing a Rubrics as a whole class task’ because &quot; learning is not a process of passive reception of knowledge, but one in which the learners must be active in creating their own understandings” (Black, 2003, p.8). </li></ul></ul>
    15. 15. Assessment of Learning <ul><li>This has a summative approach to show how the students are progressing against the VELS but can be a formative use as it provides evidence to inform for future planning eg Post testing. </li></ul><ul><li>The finalised Rubrics can than be utilised and included as a Reporting tool within the student’s Portfolio. </li></ul>
    16. 16. Reporting <ul><li>The evidence gained from the range of assessments can be used accurately as a thorough tool through: </li></ul><ul><li>-The portfolio </li></ul><ul><li>-The student’s report including anecdotal references. </li></ul><ul><li>-Parent/Teacher interviews. </li></ul>
    17. 17. Evaluation <ul><li>On revision of the assessment tasks, we discovered certain aspects that could be assessed more effectively. </li></ul><ul><li>Lesson One- will now also include peer assessment as another from of ‘assessment of learning’. This assists in the development of the ability to make judgements which is a necessary skill for study and professional life. </li></ul><ul><li>Lesson Two- will contain a rubrics that will be developed by the whole class. This gives students the opportunity to manage their own learning. This will extend into the Personal learning in the Physical, Personal and Social Learning Strand . </li></ul>
    18. 18. Rubrics - example Mumbled and often mispronounces words. Mostly clear and distinct, some mispronunciation Clear and distinct but some mispronunciation Clear and distinct, no mispronunciation Speaks Clearly No interest generated. Faked interest Some interest Strong interest evident in response to others. Enthusiasm Not listening and distracting. Sometimes don’t seem to be listening, but not distracted Listen, but some distraction Listening intently. Listens to others presentations Slouching and not looking at others. Sometimes stand straight and have eye contact. Standing up straight and have eye contact Standing up straight, relaxed, confident and have eye contact. Posture & eye Contact Not at all prepared Lacking rehearsal Students reasonably prepared, maybe couple more rehearsals. Students completely prepared and rehearsed Preparedness 1 2 3 4 Category
    19. 19. Evaluation <ul><li>Upon re evaluating, we found that we required a……b……c…….; to ensure progression points were being met within the Strands of the VELS. </li></ul>
    20. 20. References http://www.ncrel.org/sdrs/areas/as0cont.htm http://www.vcaa.vic.edu.au/prep10/csf/profdev/worksamples/awspd.html#arts http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.htm

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