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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
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)
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.
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