Progressing assessment

SLAV23 March 2007

Paula ChristophersenVictorian Curriculum and Assessment Authority

Purposes of VELS

Students will leave school with the capacity to:

manage themselves and

relationships

understand the world in which they live

act effectively in that world.

Discipl ine-basedLearning

Interdiscipl inaryLearning

Physical , Personal& Social Learning

VELS

Dim

ension

sDom

ains

Stra

nds

What has 3 main pillars, 16 components and 39 divisions?

Source: R Timmer-Arends

curriculum assessment

Seamless blend?

Learning program considerations

What domains?

What are the learning goals (and what evidence?)

Who will be responsible for development, delivery, assessment?

How will students be assessed, for what purpose, and when?

What will be the variety of learning and teaching styles?

English

Humanities

The Arts

Mathematics

Science

Civics and Citizenship

Health & Physical Education

Interpersonal development

Personal Learrning

LOTE

ICT can be used to:

Develop understandings of concepts in other areas of learning

Demonstrate understandings

Share understandings

What ‘standard cells’ are your targets?

1

2

3

4

5

6

7

8

9

Breadth: a lot of

everything

Depth: a lot of little

Assessment – Key questions

•What evidence do we gather to illustrate student achievement against the standards?

•How do we assess student learning?

•How do we make on-balance judgments of student achievement?

Making an on-balance judgment

• Use an evidence based process – rather than asking ‘where should this student be’

• Ask ‘which standard does this evidence best match?

• Use assessment maps and progression points examples as a further reference

• Ensure assessment is holistic

Level 4 History

Level 5 History

Work samples at a level

Level 3 ICT for communicating

Level 5 ICT for communicating

Standards

• Developed for each dimension at most levels

• Indicate what students should know and be able at six levels

• Three intervening points between each standard

• Work samples are provided to illustrate achievement of elements of the standard/s

On what bases do we measure progress?

Complexity?

- one step; two step; three step techniques

Completeness?- limited; partial; all

Sequence?- facts; theories; connections

Identify the progress

variables for a set of

progression point examples

• Experimentation with formats designed to enhance the organisation of information contained within contemporary communication tools such as blogs

• Application of appropriate formats and nominated ICT conventions when using contemporary communication tools such as interactive websites

• Application of formats, collaboratively determined ICT conventions and nominated protocols, as appropriate, to particular contemporary communication tools such as Wikis

Nature of progress measures

Determining evidence for a reporting period

.25 .5 .75

Identify evidence relevant to the progression point (develop your own progression point examples)

Identify evidence relevant to the progression point (develop your own progression point examples)

Identify evidence relevant to the progression point (develop your own progression point examples)

How can you be involved in the development, implementation and assessment of individual units?

Stages of backward design

Identify desired results

Identify desired results

Determineacceptableevidence

Determineacceptableevidence

Plan learningexperiences

and instructions

Plan learningexperiences

and instructions

Identify desired results

Identify desired results

Establish goals what standard element?

What will the students understand? What questions will foster inquiry?

What key knowledge and skills will students acquire?

Determineacceptableevidence

Determineacceptableevidence

How will I know if the standards are met?

What tasks will provide the opportunity for evidence to be demonstrated?

Plan learningexperiences

and instructions

Plan learningexperiences

and instructions

What learning experiences will help students achieve the desired goals?

What sequence will the learning activities follow?

ICT for visualising thinking

ICT tools that facilitate visual thinking are ones that allow ideas and information for all areas of learning to be easily and quickly:• drafted • filtered• reorganised• refined• systematically assessed in order to make meaning for students.

Students use text and image representations, such as graphic organisers, ICT-generated simulations and models to help structure their thinking processes and assist in constructing knowledge.

Visualising thinking tools help structure different forms of thinking

about content

Teaching and learning

Experts have in-depth knowledge of their fields, structured so that it is most useful.

Experts' knowledge is not just a set of facts − it is structured to be accessible, transferable, and applicable to a variety of situations.

Experts can easily retrieve their knowledge and learn new information in their fields with little effort.

(The list above was adapted from "How People Learn," published by the National Research Council in 1999.) Source: http://www.thirteen.org/edonline/concept2class/inquiry/

Experts see patterns and meanings not apparent to novices.

http://www.intel.com/education/seeingreason/

visualthesaurus.com

http://web.singnet.com.sg/~axon2000/

www.austhink.com

I see(list, itemise, deconstruct)

I thinkWhat’s the purpose?How does it work?

What are the reasons?Who would use/like it?

I wonderWhat if …?

What would happen if ..?What would change if?

Project Zero, Harvard University

ThinkWhat do you know about

this?

PuzzleWhat questions do you

have?

ExploreWhat does this topic

make you want to explore?

Project Zero, Harvard University

Assessment and Reporting Advice

http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.htm