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Assessment in light of the Teaching & Learning Zones

Assessment in light of the Teaching & Learning Zones. Within a unit of work there will be multiple opportunity for assessment that address the teaching & learning dimensions Assessment pieces that are routine in nature Assessment pieces that allow students to express inquiry skills.

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Assessment in light of the Teaching & Learning Zones

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  1. Assessment in light of the Teaching & Learning Zones

  2. Within a unit of work there will be multiple opportunity for assessment that address the teaching & learning dimensions • Assessment pieces that are routine in nature • Assessment pieces that allow students to express inquiry skills

  3. Inquiry Skills • critical & creative thinking • insight • transference to the unfamiliar • independent work habits

  4. Deciding on an A & B • Decide on an assessment task that characterizes the inquiry skills • Detail (in consultation with students) success criteria • Success criteria will give the exemplar for an “A” • “B” is the partial of an “A” • Robust success criteria minimizes the need for wordy matrix descriptors

  5. Teaching & Learning Zones in terms of Bloom Remember Foundation Thinking Skills Understand ROUTINE Apply Analyse Higher Order Thinking Skills Evaluate INQUIRYDesign/Create

  6. Prep/Yr One Fertile Question: How can the Bible be Good News for us today? Routine: Using the sand box students retell Matthew’s Christmas story using figurines to symbolise characters Inquiry: Constructing their own gift box orusing the “present” template, children choose three presents that characterize their own gifts or good deed actions that they can take and give to the child Jesus.

  7. Yrs 5/6/7 Fertile Question: How can the Bible be Good News for us today? Routine: Students construct a NEWS ALERT about their experience of the Temple event to demonstrate their understanding of the author's purpose in telling the story. Inquiry: Yr 5&6 – Students choose two of four viewpoints to the Temple incident: Pilate, Caiaphas, store owner, follower of Jesus - to record their reaction to the incident. Yr 7 – Consider a modern day context for the Temple incident. Jesus is brought to trial over the Temple incident. Present an argument as defence counsel to show a position on the incident.

  8. Yr 10 • Fertile Question: Can the Church’s moral voice be heard on the airwaves of today’s world ? • Success Criteria • Students identify five pressing moral issues that are relevant to the world today (Routine Task) • Students justify the priority of identified moral issues in 100 words (Routine Task) • Students plan an insightful and creative presentation arguing a point of view on a moral issue citing Scripture and Church teaching (at least two of each) (Inquiry task) • Students present their argument orally to their peers following the process criteria matrix included (English Inquiry task)

  9. We need to let students into the secret, allowing them to become insiders of the assessment process. We need to make provision for them to become members of the guild of people who can make consistently sound judgments and know why those judgments are justifiable. Royce Sadler 1998

  10. Success Criteria • be written in language that • students are likely to understand • be limited in number focus on the • learning and not on behaviour • created, ideally, with input from • students

  11. EXAMPLE OF SUCCESS CRITERIA • YR 5/6 TEMPLE INCIDENT INTERVIEWS • Choose two of four viewpoints to the Temple incident - Pilate, Caiaphas, store owner, follower of Jesus - to record their reaction to the incident. • Construct five questions that you would ask both people that focus on what they know of the incident, why they thought it happened and their personal reaction to the incident. • Record each response under each question. • Use the Writing a Newspaper Article Organizer/Rubric template to draft a newspaper article using information sourced from the News Alert and interview responses • Write a full article, including headline and by-line, using information included in your template. The length of the article should be no more than 250 words. • Use appropriate writing conventions: spelling, grammar, syntax, voice • Include a drawing or picture (accessed digitally) with a suitable caption.

  12. Performance Indicators • specific aspects of performance which • will be different at different levels • adjectives, adjectival phrases, • adverbs and adverbial phrases to describe • the one aspect of performance • using numeric references • referring to the degree of assistance

  13. Performance Indicators • Analyse the effects of/describe the effects • of/ list the effects of • provides a complex explanation/ • a detailed explanation/a limited • explanation • provides a three/two/one example/s • independently applies/ • …with teacher support

  14. EXAMPLE OF PERFORMANCE INDICATORS

  15. Considerations … • Are the success criteria in language the students are likely to understand? • Do some of the success criteria need to be explained by showing students exemplars or work samples? • Do the success criteria refer to the specific skills, knowledge and understanding that you wanted the students to learn? • Does the activity you have designed provide the opportunity for students to demonstrate all of the success criteria?

  16. Where do I find this information???

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