K-6 Science and Technology Consistent teaching – Assessing K-6 Science and Technology © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

K-6 Science and Technology What student learning matters most in SciTech? In SciTech we want students to become increasingly independent in their ability to think and work scientifically and technologically. Learning in Science and Technology emphasises first-hand experiences in the processes of investigating and designing and making. Assessment should also. Assessment of a students performance in SciTech focuses on the processes of investigating and designing and making, in the context of the relevant content strand.

K-6 Science and Technology What informs my assessment in SciTech? The Foundation Statements (2005) and Science and Technology Outcomes (2000) describe the standard of learning expected of students at the end of each stage. The Big Ideas expand the outcomes and suggest suitable content for the processes and content outcomes for each stage. In the context of the school plan and situation, the professional judgement of the teachers in the school is used to determine a students progress during the stage, at points predetermined by the school.

K-6 Science and Technology Planning for consistent assessment: the school plan School planning involves: Evaluating the existing school plan in relation to SciTech syllabus standards Ensuring that the school plan effectively allocates all SciTech syllabus outcomes to stages and years Ensuring that for each stage there is a plan that: –establishes a progression of SciTech learning throughout the stage so that; all content outcomes are addressed at least once the processes of designing and making and investigating are built upon in each unit of work –identifies the focus of assessment in each reporting period. (cont.)

K-6 Science and Technology Planning for consistent assessment: the year cohort Amongst the teachers for each year group decide at the beginning of the year: –what needs to be taught and assessed for students to progress toward the end of stage standards (see Foundation Statements and Outcomes) –the focus of SciTech assessment and reporting for each semester/reporting period –assessment information to be collected for the purposes of moderation and consistent judgement. Develop class programs and units of work that will allow you to collect the agreed assessment information, with a focus on investigating and designing and making tasks. Identify suitable times during each semester to moderate student achievement across the year-cohort-groups. Develop a plan to evaluate the effectiveness of the program.

K-6 Science and Technology What is quality assessment in SciTech? Is based on the process of investigating scientifically and/or designing and making and at least one content outcome. Focuses on depth of understanding of manageable number of key concepts. Assesses knowledge and skills students have had structured and systematic opportunities to learn. Provides students with clear expectations about requirements and explicit criteria that identify the features of successful work. Allows meaningful feedback to be provided to each student.

K-6 Science and Technology What are sources of quality assessment evidence in SciTech? Evidence of student learning in SciTech may be found in: Observing the actions of students as they implement the process in class (designing and making or investigating). Reviewing written, drawn or verbal presentations and other forms of documentation from students about their thinking/understandings e.g. what they did in their process, why they did it, what they learnt. The products of their processes e.g. models, reports.

K-6 Science and Technology Managing quality assessment in SciTech It is not practical to effectively assess and provide feedback on every aspect of process and content achievement of students during each SciTech task or unit. Within a particular SciTech task, it is more effective to explicitly focus assessment on: –a significant component/s of the application of the process e.g. generating and developing design ideas or conducting scientific investigations –the accuracy and depth of understandings about a clearly defined area of a content outcome e.g. characteristics of living things. Process knowledge and skills will be revisited regularly. Effective assessment will enable teachers to judge students progress toward the independent application of the processes by the end of Stage 3.

K-6 Science and Technology What are the significant components of the SciTech processes ? Investigating Scientifically Planning, Conducting Interpreting evaluating and communicating. Designing and Making Exploring and defining the task Generating and developing ideas Producing solutions. The following components of each process are suggested as a changing focus of assessment in SciTech tasks across a stage.