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Assessment Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate.

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1 Assessment Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate

2 What is Assessment? “Schools are to undertake assessment to collect information about students’ learning. This will occur through both formal and informal activities” “Schools are to undertake assessment to collect information about students’ learning. This will occur through both formal and informal activities” Assessment is the process of identifying, gathering and interpreting information about students' learning. Assessment is the process of identifying, gathering and interpreting information about students' learning. The central purpose of assessment is to provide information on student achievement and progress and set the direction for ongoing teaching and learning. The central purpose of assessment is to provide information on student achievement and progress and set the direction for ongoing teaching and learning. Policy Standards for Curriculum Planning and Programming, Assessing and Reporting to Parents K-12

3 Who is to be assessed? Assessment of student learning will be undertaken for all learners, including students with disabilities: enrolled in regular classes; enrolled in regular classes; enrolled in special classes or in special schools; enrolled in special classes or in special schools; accessing life skills outcomes and content in Years 7-10 or following life skills patterns of study in Years11-12.” accessing life skills outcomes and content in Years 7-10 or following life skills patterns of study in Years11-12.” Policy Standards for Curriculum Planning and Programming, Assessing and Reporting to Parents K-12

4 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Quality assessments should be: Quality assessments should be: Valid Valid Reliable Reliable Authentic Authentic Fair Fair Comparable Comparable Educative Educative Manageable Manageable

5 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Formative – Summative Role of formative assessment indicates to student and teacher the progress in learning: feedback Role of summative assessment “how effective was the instruction?” -ultimate summative assessment HSC

6 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Formative assessment often called assessment for learning Formative assessment often called assessment for learning Summative assessment often called assessment of learning Summative assessment often called assessment of learning

7 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Assessment ‘for’ Learning acknowledges that assessment should occur as a regular part of teaching and learning and that the information gained from assessment activities can be used to shape the teaching and learning process. acknowledges that assessment should occur as a regular part of teaching and learning and that the information gained from assessment activities can be used to shape the teaching and learning process. in the K-10 Curriculum Framework is designed to enhance teaching and improve learning. It gives students opportunities to produce the work that leads to development of their knowledge, skills and understanding. in the K-10 Curriculum Framework is designed to enhance teaching and improve learning. It gives students opportunities to produce the work that leads to development of their knowledge, skills and understanding.

8 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Assessment ‘for’ Learning Assessment for learning involves teachers in deciding how and when to assess student achievement, as they plan the work students will do, using a range of appropriate assessment strategies including self-assessment and peer assessment. Assessment for learning involves teachers in deciding how and when to assess student achievement, as they plan the work students will do, using a range of appropriate assessment strategies including self-assessment and peer assessment. Teachers of K-12 students will provide students with opportunities in the context of everyday classroom activities, as well as planned assessment events, to demonstrate their learning. Teachers of K-12 students will provide students with opportunities in the context of everyday classroom activities, as well as planned assessment events, to demonstrate their learning.

9 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Assessment “for” learning Driving force: “…signals to students…what they should be learning and how they should be learning it” (Biggs, 2003) Context: assessment component of teaching contextual-qualitative Student’s Role: likely to be participatory

10 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Assessment “of” learning Driving force: grading or ranking; selecting; reporting Context: separate from teaching (you don’t tell the kid the answers until review, if it occurs!) psychometric-quantitative (you need the numbers) Student’s role: Put up  take the punishment / bask in the glory

11 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Assessment for learning Britain: Paul Black and Dylan William, conducted the major review of research on classroom assessment and its impact. Resulted in the pamphlet, ‘Inside the black box’. The review showed that effective, informal classroom assessment (teacher and peers) with constructive feedback to the student raised levels of attainment.

12 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Improving learning through assessment Dependent on five key factors: effective feedback to students active involvement of students in their own learning adjust teaching to take account of the results of assessment a recognition of the profound influence assessment has on the motivation and self-esteem of students the need for students to be able to self-assess and understand how to improve.

13 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Why assessment for learning is critical Greater recognition of how people learn best – constructivist approach: people create meaning, using prior knowledge, from what they do knowledge is created by the student’s learning activities active learning, discovery learning learning as and for conceptual change – challenging conceptions

14 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Why assessment for learning Recognition of the benefits of peer-and self- assessment –brings students “into the loop”; self-reflection –more “authentic” –need to create lifelong learners

15 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Why assessment for learning Greater recognition of: how strongly assessment influences student behaviour assessment as the strongest determinant of what students learn

16 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Student view on “learning” What is the syllabus? Students aren’t experts on education – teachers are! (metalanguage of teaching) The assessment determines what I learn more than the syllabus “If it’s not an assessment task I’m not doing it” “Is this assessable?” “Will this be in the exam?” the assessment IS the syllabus  and why not?

17 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Teacher view on “learning” Syllabus driven Syllabus driven “Today we are covering dot point…….” “Today’s lesson is aimed at outcome….” “This assessment task is assessing outcomes…..” External exam driven External exam driven “This was an exam question in 2002” “In the 2004 SC ……” Assessment task driven Assessment task driven “That’s in the assessment task so I’d better teach that well and make sure they know it” Student responsibility Student responsibility “I taught it, I know I did.” “You did that as an assignment” “That was covered in the homework” “Kids always get that wrong”

18 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Qualities of the assessment “for” learning feedback Sufficient feedback is provided, often enough & in enough detail The feedback is provided quickly enough to be useful to students Feedback focuses on learning rather than on marks or students Feedback is linked to the purpose of the assessment and to criteria Feedback is understandable to students

19 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate What students must do to advance their learning Feedback is received by students and attended to – they do something with it Feedback is acted upon by students to improve their work or their learning

20 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate In practice, this means Clear evidence is gained about how to drive up individual attainment (for both teacher and student) Clear evidence is gained about how to drive up individual attainment (for both teacher and student)Therefore Students know what they need to improve and how best they can do so Students know what they need to improve and how best they can do so A clear link between student learning and lesson planning occurs A clear link between student learning and lesson planning occurs

21 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Assessment for Learning occurs when evidence* and dialogue identify where kids are in their learning, where they need to go and how best for them to get there and this information is conveyed to the kid. Assessment for Learning occurs when evidence* and dialogue identify where kids are in their learning, where they need to go and how best for them to get there and this information is conveyed to the kid. Should programming indicate what that evidence could look like?

22 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Effective assessment Effective assessment for learning: is embedded in the teaching and learning as an essential component involves sharing learning goals with kids aims to help kids know and recognise the standards they are aiming for

23 Effective assessment involves pupils in self-assessment provides feedback that empowers students to recognise their next steps and then to take them is underpinned by a confidence that every student can improve has both teacher and student reviewing and reflecting on assessment data.

24 Assessment for learning Consider the key questions: What do the students need to learn? What do the students need to learn? Why does that learning matter? Why does that learning matter? What do the students need to do to and demonstrate to show they have done that learning? What do the students need to do to and demonstrate to show they have done that learning? How well do they have to do it? How well do they have to do it? Where is it taking them? Where is it taking them? Plan the teaching learning program and assessment to answer these questions.

25 Assessment ‘for’ Learning Identify where students are on the K-10 Science continuum and design learning activities that will move them along the continuum Identify where students are on the K-10 Science continuum and design learning activities that will move them along the continuum

26 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Collaborative planning and quality assessment processes In Science teaching we recognise that assessment is a two-way mode of communication. In Science teaching we recognise that assessment is a two-way mode of communication. As well as gathering information about students’ learning, we know that it is through assessment that we communicate to students what it is that we value in Science. As well as gathering information about students’ learning, we know that it is through assessment that we communicate to students what it is that we value in Science. Assessment is anchored on a standard Assessment is anchored on a standard

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28 Assessment of learning Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate

29 Assessment of learning Driving force: grading or ranking; selecting; reporting Context: separate from teaching (you don’t tell the kid the answers until review, if it occurs!) psychometric-quantitative (you need the numbers) Student’s role: Put up  take the punishment / bask in the glory

30 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Assessment ‘of’ Learning Assessment for learning informs “assessment of learning” Assessment for learning informs “assessment of learning” Enables teachers to report on the status of student learning at various points in the teaching and learning program. Enables teachers to report on the status of student learning at various points in the teaching and learning program. Involves teachers making holistic professional judgements of student achievement, based on evidence collected from both formal and informal measures of each student’s performance against defined criteria, collected over time from a number of assessment for learning activities. Involves teachers making holistic professional judgements of student achievement, based on evidence collected from both formal and informal measures of each student’s performance against defined criteria, collected over time from a number of assessment for learning activities.

31 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Quality assessment Assessment promotes learning/ diagnostic Assessed tasks capture sufficient student time and effort* Assessment tasks distribute student effort evenly across topics & weeks* Assessment tasks engage students in productive learning activity Assessment communicates clear and high expectations to students Assessment is planned as part of programming and feeds into progam revision - ESSA

32 Collaborative planning and quality assessment processes What kind of assessment can I use to provide students with the opportunity to: show what they have learnt show what they have learnt address significant scientific content address significant scientific content provide quality feedback to the student on their learning? provide quality feedback to the student on their learning? Assessment must be valid and reliable.

33 Collaborative planning and quality assessment processes In practice, effective science assessment is characterised by tasks which: connect to prior learning connect to prior learning engage students, are relevant and are valued by them engage students, are relevant and are valued by them allow students to demonstrate their science skills in context allow students to demonstrate their science skills in context allow students to show what they know and can do. allow students to show what they know and can do.

34 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate It is imperative that we build understanding of the standards to be able to appropriately award grades This understanding can be built by: Reflecting on the syllabus stage statements Reflecting on the syllabus stage statements Reflecting on the Course Performance Descriptors (CPDs) Reflecting on the Course Performance Descriptors (CPDs) Accessing the Board of Studies assessment advice, Assessment Resource Centre (ARC) and the Standards Packages Accessing the Board of Studies assessment advice, Assessment Resource Centre (ARC) and the Standards Packages Professional dialogue - Reflecting on past student performances Professional dialogue - Reflecting on past student performances

35 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Understanding the Standards The Stage Statements in the K-10 syllabuses: “summarise the knowledge, understanding, skills, values and attitudes gained by achieving the outcomes for a stage of learning”.

36 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate The Course Performance Descriptors for the K-10 syllabuses: “ have been developed from the Board’s general performance descriptors, and provide a more complete description of typical performance in this course at each grade level (A-E) ”.

37 Understanding the Standards CPDs for Science

38 Understanding the Standards Accessing: Advice on Programming Advice on Programming and Assessment and Assessment _doc/science_710_support.pdf The Standards Packages The Standards Packages The ARC The ARChttp://arc.boardofstudies.nsw.edu.au//

39 The Assessment Resource Centre supports assessing and reporting student achievement relative to standards

40 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Through using the ARC website materials you can become familiar with the A to E standards by reading: the descriptions for each grade the descriptions for each grade the tasks and activities the tasks and activities the work samples, and the work samples, and the grade commentaries. the grade commentaries.

41 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Through use of the ARC website materials you can, while reading the student work samples provided, think of your experiences with students you have taught who have produced work of a similar standard. Through use of the ARC website materials you can, while reading the student work samples provided, think of your experiences with students you have taught who have produced work of a similar standard. This will give you a “mental picture” of the knowledge, skills and understanding represented by a student that would have been awarded that grade. This will give you a “mental picture” of the knowledge, skills and understanding represented by a student that would have been awarded that grade.

42 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Discussions with your colleagues is critical. It may be especially helpful for: New teachers New teachersOr Where a teacher is not experienced with that stage Where a teacher is not experienced with that stage

43 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Using work samples aligned to grades assists teachers to have a clear understanding of the standards at each grade level. Using work samples aligned to grades assists teachers to have a clear understanding of the standards at each grade level. For each subject area in each stage, the samples of student work, together, show the standard of work typically produced by students performing at that grade level. For each subject area in each stage, the samples of student work, together, show the standard of work typically produced by students performing at that grade level. Teachers can use this information to assist them to consistently apply the Common Grade Scale to award grades to students at key reporting points. Teachers can use this information to assist them to consistently apply the Common Grade Scale to award grades to students at key reporting points.

44 Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum Directorate Aligning a work sample to a particular grade indicates that the work sample is of a standard that would typically be produced by a student whose overall performance, on balance, best matches that grade description. Aligning a work sample to a particular grade indicates that the work sample is of a standard that would typically be produced by a student whose overall performance, on balance, best matches that grade description. The samples of work for a subject area for a particular grade, when taken collectively, enable teachers to clearly see the quality of work typically produced by students who will be awarded each grade at the end of the stage. The samples of work for a subject area for a particular grade, when taken collectively, enable teachers to clearly see the quality of work typically produced by students who will be awarded each grade at the end of the stage.

45 Allocating Grades Awarding the right grade Reporting with grades requires teachers to use their on-balance judgement in relation to standards Reporting with grades requires teachers to use their on-balance judgement in relation to standards An on-balance judgement does not focus on a single piece of work. An on-balance judgement does not focus on a single piece of work. This is a key professional skill. This is a key professional skill.

46 Below and above standard Professional dialogue to determine how far below or above standard. Professional dialogue to determine how far below or above standard. Assign an A-E grade (or equivalent) Assign an A-E grade (or equivalent) C at standard C at standard The allocation of a grade is based on a body of work The allocation of a grade is based on a body of work

47 Awarding the right grade Teachers weigh up the assessment information collected for a student up to that point in time. Teachers weigh up the assessment information collected for a student up to that point in time. This information will come from both formal assessment activities and informal observations and will be built up over time and in different situations. This information will come from both formal assessment activities and informal observations and will be built up over time and in different situations.

48 Consistent teacher judgements The consistency of judgements about grades within and between schools comes from: following teaching programs based on common syllabuses following teaching programs based on common syllabuses using the common grade scale using the common grade scale considering shared samples of student work considering shared samples of student work discussions with colleagues discussions with colleagues

49 Common Grade Scale Grade Grade Descriptions A The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations. B The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations. C The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills. D The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills. E The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

50 A-E Grades At the beginning of a reporting period, teachers will consider what students are expected to learn. That is, the knowledge, skills and understanding that is typically spelt out in the syllabuses and the teaching/learning programs developed by schools. At the beginning of a reporting period, teachers will consider what students are expected to learn. That is, the knowledge, skills and understanding that is typically spelt out in the syllabuses and the teaching/learning programs developed by schools.

51 A-E Grades During the assessment period students should be told how they are performing against the standard and guided on how they can improve. This is done through the development of tasks designed and marked around explicit criteria and the provision of meaningful explicit feedback. During the assessment period students should be told how they are performing against the standard and guided on how they can improve. This is done through the development of tasks designed and marked around explicit criteria and the provision of meaningful explicit feedback.

52 A-E Grades At the end of the reporting period, teachers will consider how well students have achieved. This is addressed by using the common A-E grade scale which summarises the degree to which students have demonstrated their achievement of the knowledge, skills and understanding they have had the opportunity to learn. How well takes into account the breadth and depth of their learning. At the end of the reporting period, teachers will consider how well students have achieved. This is addressed by using the common A-E grade scale which summarises the degree to which students have demonstrated their achievement of the knowledge, skills and understanding they have had the opportunity to learn. How well takes into account the breadth and depth of their learning.

53 Allocating Grades Assessment ‘of’ Learning The Assessment Program 1. Establish an assessment program that consists of a number of assessment activities 2. Ensure the assessment activities cover a range of outcomes and are established with explicit assessment criteria 3. Provide opportunities for students to display their achievements in different ways and to work in a range of situations 4. Decide on the relative importance of each assessment activity 5. Collect performance information on each student from assessment activities

54 Course Performance Descriptors (CPDs) Course performance descriptors have been developed by the OBOS for each course. They describe the main features of a typical student's performance at each grade measured against the syllabus objectives and outcomes for the course. Course performance descriptors have been developed by the OBOS for each course. They describe the main features of a typical student's performance at each grade measured against the syllabus objectives and outcomes for the course. You will make the final judgement of the most appropriate grade on the basis of available assessment information and with reference to the course performance descriptors. You will make the final judgement of the most appropriate grade on the basis of available assessment information and with reference to the course performance descriptors. The grades awarded should reflect the relative emphasis placed on the assessable objectives of school programs and the syllabus. For example, where a school has placed considerable emphasis on the development of research skills, that emphasis should be reflected in the assessment program. The grades awarded should reflect the relative emphasis placed on the assessable objectives of school programs and the syllabus. For example, where a school has placed considerable emphasis on the development of research skills, that emphasis should be reflected in the assessment program.

55 CPDs for Science Download a copy of the Stage 5 Course Performance Descriptors for Science from the NSW Board of Studies website at abus_sc/index.html#science Download a copy of the Stage 5 Course Performance Descriptors for Science from the NSW Board of Studies website at abus_sc/index.html#science abus_sc/index.html#science abus_sc/index.html#science

56 CPDs for Science CPDs are: standards achieved by Year 10 students at the end of Stage 5 standards achieved by Year 10 students at the end of Stage 5 not intended to be a checklist or a comprehensive description of student performance not intended to be a checklist or a comprehensive description of student performance

57 Using AE Grades and CPDs Year 7 Semester 1 A-E reporting scale makes judgements on student achievement related to the syllabus outcomes and content taught during that semester only. Semester 2 Year 8 Semester 1 Semester 2 Year 9 Semester 1 Semester 2 Year 10 Semester 1 BOS CPDs used to make judgement Semester 2

58 Helping New Scheme Teachers It is important for all teachers and particularly for new scheme teachers to: share interpretations of syllabus expectations and understandings with colleagues or teacher networks share interpretations of syllabus expectations and understandings with colleagues or teacher networks use student work samples collaboratively to make judgements use student work samples collaboratively to make judgements have a shared understanding of student achievement at a particular point have a shared understanding of student achievement at a particular point


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