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Introduction to NCEA Level 1, 2 and 3 Date: Friday 13th March Presenter:Lesley Pearce.

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Presentation on theme: "Introduction to NCEA Level 1, 2 and 3 Date: Friday 13th March Presenter:Lesley Pearce."— Presentation transcript:

1 Introduction to NCEA Level 1, 2 and 3 Date: Friday 13th March Presenter:Lesley Pearce

2 Course Outline Session 1 –Welcome –Technology Curriculum –Overview Pathways Morning Tea Session 2 –Matrix –Achievement Standards –Unit planning Lunch Session 3 Developing assessment materials –Finding the evidence –Resources/support

3 Technology- The NZ Curriculum The NZ Curriculum Framework Technology in the NZ Curriculum (1995) –Three Strands Technological knowledge and understanding Technological capability Relationships between technology and society –The 3 combined are Technological Practice NZC –Learning area statement, –Strands »Technological Practice »Technological Knowledge »Nature of Technology

4 Pathways for Students Year 9 & 10 Year 11 Level 1 Year 12 Level 2 Year 13 Level 3 Technology Education Technology ASTechnology (in a range areas) e.g. Materials, Biotechnology, Food, Electronics and Control, ICT Technology & Technology Scholarship Information Management Graphics Graphics & Graphics Scholarship Home Economics Technology Curriculum US ITO US (Industry)

5 Unit of Work Planning and combining assessments for a unit of work AS 1.7 Describe interactions between a technological innovation and society AS 1.5 Demonstrate understanding Of technological knowledge AS 1.6 Present a Technological solution AS 1.1 Develop a technological solution AS 1.2 Formulate a Brief to address a given issue US 18240 Construct A simple printed circuits US 18240 Demonstrate knowledge of basic electronic components

6 Technological Practice




10 Session 2 Matrix 2009 Principles of standard base assessment Developing assessment schedules Unit planning

11 Principles Of Standard Base Assessment It is important to make sure that the assessment is: Fair Valid Reliable

12 Valid Assessment Ensures that students have the opportunity to meet the requirements of the standard. Ensures that the evidence of student achievement is clearly identifiable to the assessor Provides the assessor with clear guidance to make their assessment decision against the requirements of the standard. Develops confidence among students and assessors

13 Technology Matrix



16 90046 Registration number Version Subject Reference Title Level Credits Assessment Subfield Domain Dates Overview

17 90046 Achievement Criteria Progression from A to E –Activity

18 90046 Explanatory Notes –These are our definitive reference to explain the achievement criteria.

19 Assessment Materials Achievement standards Latest Version Chief moderators report 2007 Chief examiners/assessors reports 2007 Subject Assessment specification 2009 Assessment schedule 2007- Judgement statements NCEA Subject Analysis-TEAM Solutions National Exemplars-Internal/External Exemplars- in-school

20 Unit planning

21 Unit planner Activity: Identify the technological process (the key milestones) Read the given Acievement Standards Develop a brainstorm that links all the AS’s

22 Making Sense of the AS’s You will need the achievement standard, the assessment schedule, assessors report, moderators report

23 Unpacking 90046 In pairs Copy all the key words from the standard to the worksheet Separate these words into –Instructional (doing words) –Technology (our curriculum area) –Eg: Brief (Technology) Formulate (Instructional)

24 Unpacking for students Which of these words will you need to unpack further for your students? How will you do this? Sources for strategies: –Effective literacy strategies Yr 9- 13 (Learning Media) –Top tools for literacy and learning (David Whitehead) –Top tools for social science –Teacher in charge of literacy –Specialist Classroom teacher (SCT) –HOD –Colleagues in dept

25 Expert groups Level 1 Level 2 Level 3 Do the same activity using the worksheet in your expert groups.

26 Writing an Assessment Task Use a Generic template and contextualise it to your unit being taught. The main areas to be contextualised are: –The title page –Unit outline & Learning experiences –Student instructions –Assessment schedule

27 Writing an Assessment Task Unit Outline Changes that need to be made are highlighted in yellow. They are: Focus area Context and setting Resources available Learning experiences Change focus area Change yellow sections

28 Writing an Assessment Task Learning experiences

29 Writing an Assessment Task Student Instructions Student Instructions –This needs to be written with enough information so the students have the opportunity to meet requirements of A,M & E for the standard. –The changes which need to be made are in yellow they are: 1.Unit title 2.Context 3.Student instructions 4.Due date Change yellow sections

30 Writing an Assessment Task Assessment Schedule The assessment schedule in the generic templates have the following: –Title for AS –Student evidence required for AS –Judgment statements for A,M and E.



33 Session 3 Making judgments Identifying the evidence in student work

34 Making Judgments where is the evidence? Using the components of practice: Place a flag where you see evidence of the students developing their brief, planning for practice, developing their outcome on-going and final evaluation Write the evidence on the A3 sheet Identify the knowledge the student needed to develop their outcome

35 Evaluation Have your initial questions been answered? What have you learned? What are your next steps (ACTION)?

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