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Assessment. Internal - Working with Teams - Working with Peers External - Resources Activity. Research. New agenda – ‘assessment primarily to address higher goals of learning and provide advice to the teacher about what is known and where instruction might profitably lead’

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Assessment l.jpg

Assessment

Internal - Working with Teams

- Working with Peers

External - Resources

Activity

Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008


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Research

  • New agenda – ‘assessment primarily to address higher goals of learning and provide advice to the teacher about what is known and where instruction might profitably lead’

  • (Penn, Panizon & Inglis, UNE)

Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008


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Peer Assessment

  • Audit of peer feedback practice

Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008


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A suite of self-assessment practices

  • Students use ‘traffic lights’. They colour-code their written work to communicate with the teacher about their certainties and uncertainties.

  • OR

  • Students colour-code test content according to the degree to which they feel in control of the content

  • This will assist their test preparation.

Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008


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Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008


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  • Use proformas such as reflection sheets. This requires students to assess their performance on a particular activity or over a specific period of time. (Examples)

  • Use rubrics. Students use the descriptions of level of performance to identify the quality of their performance on a given task.

Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008


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Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008


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Resources performance against that of an exemplar whose qualities have been discussed in a whole-class situation.

  • SEAR – Science Education Assessment Resources FREE

  • ESSA– Essential Secondary Science Assessment

  • Rubrics – a useful starting point FREE

Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008


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ESSA – The Scope performance against that of an exemplar whose qualities have been discussed in a whole-class situation.

  • Outcomes from the PFAs and Domain will be assessed. Opportunity to demonstrate understandings in a global and local context.

  • ESSA strands:

    • Knowing and understanding

    • Planning and conducting investigations

    • Communicating

    • Critical thinking

Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008


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The SOLO taxonomy performance against that of an exemplar whose qualities have been discussed in a whole-class situation.

  • Structure of the Observed Learning Outcome measures the quality of a student response. (Biggs & Collis, 1982)

  • Links with the stages of Piaget and with a constructivist understanding of learning.

  • Defines curriculum outcomes describing where a student should be operating.

Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008


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Reaching SOLO levels performance against that of an exemplar whose qualities have been discussed in a whole-class situation.

  • Students produce responses depending on their familiarity with a concept or skill

  • Prestructural – inadequate

  • Unistructural – single datum

  • Multistructural – >2 pieces of data

Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008


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  • Relational – relevant data woven into a relationship performance against that of an exemplar whose qualities have been discussed in a whole-class situation.

  • Extended abstract – ‘what if…’ Beyond the expected.

  • ESSA grades holistically – looks at the complexity of response and quality of information.

Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008


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Activity performance against that of an exemplar whose qualities have been discussed in a whole-class situation.

  • Learning resource

    • Slam Dunk

    • Big Question

    • WebQuest

  • Assessment rubric to match

Self / Peer

SOLO

Alexandra Hugman, Teaching Science for Deeper Meaning, The University of Sydney, 2008


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