2139EPS Technology Education 09 S2 L10
•Als PPT, PDF herunterladen•
0 gefällt mir•182 views
Empfohlen
Weitere ähnliche Inhalte
Mehr von Jason Zagami
Mehr von Jason Zagami (20)
Kürzlich hochgeladen
Kürzlich hochgeladen (20)
2139EPS Technology Education 09 S2 L10
- 1. 2139EPS Technology Education Lecture 10 Assessable Elements
- 7. Knowledge and understanding Describes essential concepts, facts and procedures of the KLA. Ways of working Describes the essential processes that students use to develop and demonstrate their knowledge and understanding. Learning and assessment focus Describes the focus of learning and assessment within the juncture.
- 15. 1:46
Hinweis der Redaktion
- Slide 1 Show this slide as participants arrive.
- This slide elaborates on the process: ‘Sequence learning’. The Essential Learnings and Standards support the active engagement of students in their own learning. If students are to learn effectively, learning experiences and teaching strategies need to be selected and sequenced to support active engagement in learning and intellectual challenge. The sequence of learning should also bring together the Ways of working with Knowledge and understanding , providing opportunities for students to both acquire and transform knowledge. Activity 3c: See Facilitator’s Guide . Information relevant to the activity: Learning experiences and teaching strategies need to have explicit links to the Essential Learnings (that are the focus of the unit of work) so that students have opportunities to develop and demonstrate the processes (described in the Ways of Working ), and the concepts, facts and procedures (described in Knowledge and understanding ). Teachers may choose to use an inquiry model to frame the teaching strategies and learning experiences. Such models support active engagement/student-centred approaches to learning. Inquiry models typically include four broad phases: establishing what is to be investigated finding out – gathering, analysing and evaluating information and evidence deciding what to do with what has been found out reflecting.
- This slide acknowledges the beginning of the process: ‘Develop assessment’. To begin planning assessment, teachers need to look back at the learning sequence to ensure that they have adequately catered for the assessments needed to provide evidence of learning by the students. Activity 4: See Facilitator’s Guide. In developing assessments, teachers need to ask themselves: How will I know whether the learning has been achieved? How do I evaluate the learning? Understanding and using the Standards and the assessable elements is crucial to this process, and integral to the alignment of curriculum, assessment and reporting. For teachers, parents and students, the Standards and assessable elements provide a common language for describing the quality of student achievement. The Standards describe how well a student has demonstrated their learning (what they know, understand and can do) through a collection of evidence. The Standards are the same for all key learning areas. They can be referred to as 'achievement standards' because they distinguish between the degrees of quality in student work. They are linked to the Essential Learnings . Quality assessment is evaluated in relation to: credibility intellectual quality authenticity user friendliness. Activity 5: See Facilitator’s Guide.
- This slide shows the three parts of the Essential Learnings that should be considered to ‘ Identify curriculum’ . These three parts of the Essential Learnings have distinct and important roles, and together they help teachers plan curriculum. Each part of the Essential Learnings should inform the development of a unit of work. Activity 3a: See Facilitator’s Guide . Important messages from the Essential Learnings underpin curriculum planning. These messages are found in: 1. the Learning and assessment focus statement that provides an overview of the: orientation of the curriculum in the KLA by the end of Years 3, 5, 7 and 9 ways students learn in the KLA – i.e. through investigations, use of tools and technologies importance of using Ways of working (processes) together with Knowledge and understanding (concepts, facts and procedures of the KLA) assessable elements of the KLA. 2. the Ways of working, which describe the set of processes students use to develop and demonstrate their knowledge and understanding , including higher order thinking skills and capabilities. 3. Knowledge and understanding, which describes essential concepts, facts and procedures of the KLA that all students should have opportunities to learn. Knowledge and understanding is organised under headings that relate to the broad conceptual categories that are the focus of the KLA. Conceptual statements are presented in bold text. These describe the essential concepts or big ideas of the KLAs. Maintaining a focus on the conceptual statements when planning a unit helps to ensure that the unit focuses on students building conceptual understandings. Where statements contain the word “including”, schools should ensure that these are a component of their planned curriculum. The examples are not mandatory and have been included to clarify the intent of the statements. When planning, teachers are encouraged to think about efficient ways to integrate the concepts within and across KLAs – i.e. efficient ways to connect the big ideas of the Essential Learnings rather than teaching each of the bullet points individually.
- This slide provides an overview of the five components of the QCAR Framework. The QCAR Framework consists of five components. These work together and are interrelated. The Framework is designed to support teachers and schools, and uphold the value of school-based curriculum development. It is intended to be a valuable resource to refine and enhance curriculum programs. Through the Essential Learnings, the Framework provides clarity for teachers about what to teach by clearly stating what is essential for students to know, understand and be able to do at specific junctures across the learning continuum.
- This slide positions QCATs within the assessment continuum. Handout 1: See Facilitator’s Guide. Ways of collecting evidence of student learning vary greatly — from short-answer tests to student portfolios. QCATs are performance-based, authentic assessment tasks. Performance-based assessment involves students demonstrating or applying their skills and knowledge through undertaking meaningful tasks. Authentic assessment involves students using relevant and useful knowledge, thinking and practical skills to create a product or response to a meaningful problem. QCATs are both performance-based and authentic assessment tasks because they: are based directly on the curriculum expectations of the targeted Essential Learnings encompass both Ways of working and Knowledge and understanding require students to integrate their knowledge and skills in meaningful learning experiences give students the opportunity to demonstrate the transfer of knowledge and skills into a context other than that in which the knowledge was acquired. The development of QCATs has been supported by positive feedback which included the following responses: teachers liked the fact that the assessments were not tests teachers said the assessment tasks were not ‘scary’ for their students teachers liked the scaffolded approach in assessment tasks teachers felt that they were trusted as professionals teachers valued the opportunity to talk about their students’ learning with colleagues students valued their teachers’ support students enjoyed the meaningful contexts of the tasks.
- This slide elaborates on the process: ‘ Identify curriculum’. ‘ Identify curriculum’ means select the focus or intent of the unit of work. This involves selecting the relevant Essential Learnings and the school priorities around which the unit of work will be developed. It also focuses on the context for learning as integral to establishing a unit of work that is relevant to students.
- This slide elaborates on the process: ‘ Identify curriculum’. ‘ Identify curriculum’ means select the focus or intent of the unit of work. This involves selecting the relevant Essential Learnings and the school priorities around which the unit of work will be developed. It also focuses on the context for learning as integral to establishing a unit of work that is relevant to students.