Collecting, accessing and presenting data Levels 3 … · Web viewother organising elements may be...

Using formative assessment rubrics in Digital Technologies

Collecting, accessing and

presenting dataLevels 3 and 4

Authorised and published by the Victorian Curriculum and Assessment AuthorityLevel 7, 2 Lonsdale StreetMelbourne VIC 3000

© Victorian Curriculum and Assessment Authority 2019.

No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the VCAA. Excepting third-party elements, schools may use this resource in accordance with the VCAA educational allowance. For more information go to: https://www.vcaa.vic.edu.au/Footer/Pages/Copyright.aspx.

The VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be found on the VCAA website: www.vcaa.vic.edu.au.This publication may contain copyright material belonging to a third party. Every effort has been made to contact all copyright owners. If you believe that material in this publication is an infringement of your copyright, please email the Copyright Officer: [email protected]

Copyright in materials appearing at any sites linked to this document rests with the copyright owner/s of those materials, subject to the Copyright Act. The VCAA recommends you refer to copyright statements at linked sites before using such materials.

At the time of publication the hyperlinked URLs (website addresses) in this document were checked for accuracy and appropriateness of content; however, due to the transient nature of material placed on the web, their continuing accuracy cannot be verified.

The VCAA logo is a registered trademark of the Victorian Curriculum and Assessment Authority.

Collecting, accessing and presenting data Levels 3 and 4

ContentsWhat is formative assessment?.....................................................................................................4

Using formative assessment rubrics in schools..............................................................................4

The formative assessment rubric...................................................................................................5

Links to the Victorian Curriculum F–10...........................................................................................5

The formative assessment task......................................................................................................7

Description of the task (administration guidelines).........................................................................7

Evidence collected..........................................................................................................................9

Interpreting evidence of student learning...................................................................................10

Setting the scene..........................................................................................................................10

Sample 1...................................................................................................................................11

Sample 1: Evidence of student learning................................................................................13

Sample 2...................................................................................................................................14


Sample 3...................................................................................................................................17


Sample 4...................................................................................................................................20


Sample 5...................................................................................................................................24


Using evidence to plan for future teaching and learning...........................................................28

Teacher reflections........................................................................................................................28


What is formative assessment?Formative assessment is any assessment that is used to improve teaching and learning. Best-practice formative assessment uses a rigorous approach in which each step of the assessment process is carefully thought through.

Assessment is a three-step process by which evidence is collected, interpreted and used. By definition, the final step of formative assessment requires a use that improves teaching and learning.

For the best results, teachers can work together to interrogate the curriculum and use their professional expertise and knowledge of their students to outline a learning continuum including a rubric of measurable, user-friendly descriptions of skills and knowledge. Teachers can draw on this learning continuum and rubric to collect evidence of each student’s current learning in order to provide formative feedback and understand what they are ready to learn next.

The VCAA’s Guide to Formative Assessment Rubrics outlines how to develop a formative assessment rubric to collect, interpret and use evidence of student learning to plan teaching and learning. For more information about formative assessment and to access a copy of the guide, please go to the Formative Assessment section of the VCAA website.

Using formative assessment rubrics in schoolsThis document is based on the material developed by one group of teachers in the 2019 Formative Assessment Rubrics project. The Victorian Curriculum and Assessment Authority partnered with the Assessment Research Centre, University of Melbourne, to provide professional learning for teachers interested in strengthening their understanding and use or formative assessment rubrics.

This resource includes a sample formative assessment rubric and task and describes how the teachers implemented the task in their schools and also includes representative student work samples.

Schools have flexibility in how they choose to use this resource, including as:

a model that they adapt to suit their own teaching and learning plans a resource to support them as they develop their own formative assessment rubrics and

tasks.This resource is not an exemplar. Schools are advised to consider whether the sample formative assessment rubric and task meet the needs of their student cohort and is appropriate in the context of their whole-school teaching and learning plan. Additional support and advice on high-quality curriculum planning is available from the Curriculum Planning Resource.

© VCAA

http://www.vcaa.vic.edu.au/Pages/aboutus/policies/policy-copyright.aspx


The formative assessment rubricThe rubric in this document was developed to help inform teaching and learning in Digital Technologies. This rubric supports the explicit teaching of collecting, accessing, and presenting data in the Data and Information strand. Students will:

be introduced to using spreadsheets learn how to collect data learn how to organise data learn how to interpret data.

Depending on prior student knowledge, students may need some background teaching regarding:

what data can be used for sorting and categorising data interpreting data accessing spreadsheet software on a digital device drawing tables and charts. the use of Information and Communications Technology (ICT) skills, such as

formatting text, saving work and using the cut and paste functions.

Links to the Victorian Curriculum F–10

Curriculum area: Digital Technologies

Strand: Data and Information

Levels/Bands: Levels 3 and 4

Achievement standard/s extract: Working towards Level 4

Students collect and manipulate different data when creating information and digital solutions.

Content Description/s: Levels 3 and 4:

Collect, access and present different types of data using simple software to create information and solve problems (VCDTDI021)

© VCAA


https://victoriancurriculum.vcaa.vic.edu.au/Curriculum/ContentDescription/VCDTDI021


Learning continuumDigital TechnologiesLevels 3 and 4Strand: Data and Information

Phase 1 Phase 2 Phase 3 Phase 4

Students collect and organise data. Students create displays of collected data.

Students format data. Students present findings.

Organising element Action Insufficient evidence Quality criteria

Collecting, organising and presenting data.

1. Collecting data 1.0 Insufficient evidence 1.1 Collects data.

2. Organising data 2.0 Insufficient evidence 2.1 Organises data. 2.2 Categorises data.

3. Creating tables 3.0 Insufficient evidence 3.1 Creates table. 3.2 Formats table.

4. Creating charts 4.0 Insufficient evidence 4.1 Creates chart. 4.2 Formats chart. 4.3 Justifies the choice of chart.

5. Interpreting data 5.0 Insufficient evidence 5.1 Interprets data presented in chart. 5.2 Makes recommendations based on chart.

© VCAA



The formative assessment taskThe following formative assessment task was developed to elicit evidence of each student’s current learning and what they are ready to learn next.

Description of the task (administration guidelines)

Session 1: Introduction to spreadsheet software (50 minutes)

A session was provided on exploring spreadsheet software. (This example used Google Sheets, however Microsoft Excel is recommended. The automated formatting feature provided in Google Sheets can make it difficult to assess the ability to format charts).

Explain how a spreadsheet is organised and show students the software features, including how to:

write in cells insert charts format fonts and borders merge cells wrap text.

Students are able to use the remainder of the session to explore and play with the software. During this time they can ask each other questions and record answers in a list using the spreadsheet. To increase students’ familiarity with the software, the teacher can highlight software features. This session set the scene, introducing students to the software they will be using organise and present data.

Session 2: Collection of data (50 minutes)

This session involved the collection of data. Students were provided with a problem or reason to collect data. Students investigated each other’s lunch boxes and collected data about the contents, to make recommendations about possible changes to eating habits. Each student was asked to examine four lunchboxes and to collect data in a way that made sense to them. A template was used to assist students with the collection of data.

Students could collect data about a broad range of contexts related to other areas of study (particularly where problem solving can be encouraged), including:

measurements of environment (such as lighting or decibels) using a variety of digital technologies

energy generation weather events transport to school physical activities/exercise.

Session 3: Organisation of data (50 minutes)

Students categorise the data they have collected. Predetermined categories are not provided to students so as to enable them to make decisions about the categories they determined. Once they have chosen how to sort their data, they can then show their thinking

© VCAA



by recording items into their chosen categories. Note that students who use tally marks or other organising elements may be demonstrating an ability to organise their data, however this may not necessarily provide evidence of their ability to categorise the data.

Session 4: Interpretation of data (50 minutes)

Students may use the first half of this session to finish formatting the charts and tables created in the previous session. Students can then write recommendations based on their charts. The can use the merge cell and the wrap text function to create a space on their spreadsheet to display this information. Students are then asked to comment on the effectiveness of their categories and to make a justification about their choice of which charts to insert. They then present their spreadsheets to their peers.

An additional session is recommended for students to create a presentation (such as a slide show with Google Slides or MS PowerPoint) that would include their table, chart and interpretation of data.

Considerations

Class size and 1:1 access to computers needs to be considered when planning this task.

In order to assess students using this rubric, students need to gather and record their own set of data, create individual spreadsheets, charts and their own analysis across the four sessions. Depending on the number of computers that are available in your school or classroom, you could have the students collect and record their data individually and then stagger the use of the computers to create tables and charts.

This sequence of lessons is designed to be delivered over a minimum of four 50 minute sessions. It has also been designed to be integrated with learning linked to the Statistics and Probability strand in Mathematics and the Speaking and Listening strand in English.

GlossaryCategorise:

To place in a particular class or group.

Data:

Data refers to the discrete representation of information using number codes. Data may include characters (e.g. alphabetic letters, numbers and symbols), numbers, images, sounds and/or instructions that when represented by number codes can be manipulated, stored and communicated by digital systems. For example, characters may be represented using American Standard Code for Information Interchange (ASCII) code or images that may be represented by a bitmap of numbers that represent each dot or pixel. (Source: Victorian Curriculum F–10, Digital Technologies HYPERLINK "https://victoriancurriculum.vcaa.vic.edu.au/LearningArea/LoadFile?learningArea=technologies&subject=digital-technologies&name=Digital%20Technologies%20Glossary.docx&storage=Glossary"glossary).

© VCAA



Format:

The appearance of content within a document. In this particular example, the placement of text in the spreadsheet, headings, borders and font details, such as underlined, bold, italics, size and style are examples of formatting.

Organise:

To arrange systematically or order in a way that gives meaning to the data.

Validate:

The process of checking that input data is reasonable such as its accuracy, consistency, completeness and bias. (Source: Victorian Curriculum F–10, Digital Technologies HYPERLINK "https://victoriancurriculum.vcaa.vic.edu.au/LearningArea/LoadFile?learningArea=technologies&subject=digital-technologies&name=Digital%20Technologies%20Glossary.docx&storage=Glossary"glossary).

Evidence collectedThe following evidence was collected throughout the sessions:

raw data and categorisation of data tables from a spreadsheet charts from a spreadsheet analysis of data, in a written or verbal format. This can be done using a variety of

approaches including annotations, video, presentation software (such as Google Slides or MS PowerPoint), a written paragraph or report.

© VCAA



Interpreting evidence of student learning Evidence collected from each student was mapped against the rubric:

The quality criteria that were achieved was shaded in blue. The phase that the student is ready to learn next was shaded in green.

Please note, the following annotated student work samples are representative examples only.

Setting the sceneThe following work samples were collected from a school in a low socio-economic area in the outer eastern suburbs of Melbourne. The majority of students are from an English as an Additional Language (EAL) background.

Access to technology at home varies considerably from student to student, with some students having no access to computers or the internet, while others have extensive experience with multiple types of technologies.

Students have access to technology in classrooms; however, for all students to access computers independently in groups larger than 6 to 8, a booking needs to be made in one of the two ICT labs.

Some students were provided with larger print copies (A3) of the lunch box template. With explicit instruction, the task was accessible to all students within this cohort of learners.

This sequence of lessons were undertaken following a visit by the Life Education van, where they had been exploring healthy eating. The enabled the students to buld on this experience whilst learning Digital Technologies knowledge and skills.

© VCAA



Sample 1

© VCAA



Sample 1: Evidence of student learning

Annotations 2.2 The student has created categories and listed the items that belong in that

category underneath it. 4.1 The student has used the ‘insert chart’ function on Google Sheets the create a

chart using the information in their table, however it is not formatted and does not relate to the original data.

Indirect evidence:

1.1 The student was cited to successfully collect data independently, however he misplaced his template.

Insufficient evidence:

3.0 The student has created a basic table, however the categories and values do not represent the original data.

5.0 The student has not been able to write or verbally articulate any interpretations or recommendations about his data set.

What is the student ready to learn next?The student has been assessed as ready to learn in Phase 2 next. He will require explicit instruction and practice opportunities for creating tables from data that has been sorted. This is an essential prerequisite to enable him to then format tables.

Any feedback given

We sat and discussed the differences between the categories originally used for sorting and the information in the table. The student expressed confusion about the task and stated he ‘made up’ the data used for the table. Additional support will be provided in future sessions.

© VCAA

Learning continuum Digital Technologies Levels 3 and 4 Strand: Data and Information










5. Interpreting data 5.0 Insufficient evidence

5.1 Interprets data presented in chart. 5.2 Makes recommendations based on chart.



Sample 2

© VCAA




Annotations 1.1 The student has collected the data by writing down each item as she cites it in 4

lists (1 for each lunch box). 2.2 The student has sorted her data into categories and acknowledged that one of

her categories contains nothing. 3.1 The student has created a simple table with no clear intentional formatting. 4.1 The student has created a chart using the ‘insert chart’ function in Google Sheets,

however the only evidence of formatting is the automatic formatting provided by the function.

Insufficient evidence:

5.0 The student has not been able to write or verbally articulate any interpretations or recommendations using the data, however her choice of categories may have made this difficult. Additional opportunities to demonstrate her knowledge and skills in this area may be required.

What is the student ready to learn next?The student was assessed as ready to learn in Phase 3 which has a focus on formatting data in tables and charts and will begin to introduce interpretation of data in a chart.

.

© VCAA















Sample 3

© VCAA




Annotations 1.1 The student has collected the data by writing down each item as he cites it in 4

lists (1 for each lunch box). 2.1 The student has used tally marks to organise his data, when feedback was

provided, he was able to add a table onto his Google sheet listing the data in each category.

3.2 The student has created a table and formatted the border around it, however there are no headings. His categorisation of his data is supporting evidence of his ability to format a table.

4.1 The student has created a chart using the ‘insert chart’ function in Google Sheets, however the only evidence of formatting is the automatic formatting provided by the function.

5.2 The student has made short statements about his interpretation of the data. He has also made a suggestion that could be implemented throughout the school. The student could be supported to add further information to this recommendation in the future.

What is the student ready to learn next?The student was assessed as ready to learn at Phase 3 next with further opportunities to demonstrate his understanding of formatting charts, and begin to explore the interpretation of data.

Any feedback givenThe student was provided feedback during the sorting (Phase 2) and asked to provide more information about how he categorised the data.

© VCAA
















Annotations 1.1 The student has collected the data by writing down each item as she cites it in 4

lists (1 for each lunch box). 2.2 The student has categorised the data. 3.2 The Student has created a table for her data. The is some evidence of formatting

as she has chosen to underline the headings of her columns. 4.1 The student has created a chart using the ‘insert chart’ function in Google Sheets,

however the only evidence of formatting is the automatic formatting provided by the function.

5.1 The student has made a simple statement interpreting the data, however there are no recommendations.

What is the student ready to learn next?The student was assessed as ready to learn in Phase 3 of the learning continuum (presenting findings) next. It is noted that she requires additional opportunities to demonstrate her ability to format charts, before progressing to Phase 4.

© VCAA
















Annotations 1.1 The student has collected the data by writing down each item as he cites it in 4

lists (1 for each lunch box). 2.1 The student has used his prior knowledge from graphing experiences to organise

his data, however there is no evidence of his thinking for how he sorted the data. He has ticked off each item on his list as he has included it in his organisation to ensure that nothing is missed.

3.2 The student has created a table using a heading and subheadings. He has formatted the borders of the cells as well as the font, choosing to underline the words and not the numbers.

4.2 The student has initially relied on his prior knowledge of graphing and formatted cells to create a chart manually. Although this is a different interpretation to the instructions, he has still created a chart that represents the information within his table as directed. He has also formatted the labels on the x-axis. During the second session on Google Sheets, the student has discovered the ‘insert chart’ function and used the information in his table to generate two charts. NB. It is important to be mindful of the automatic formatting that occurs when inserting charts with Google Sheets. The student has not recorded any justification for the choices of chart.

5.2 The student has made recommendations about the amount of sugar and fruit in lunches. He has justified this recommendation by connecting it to his prior knowledge.

What is the student ready to learn next?The student was assessed as being ready to learn at Phase 2 (Displaying data ) with the major focus on additional opportunities to demonstrate an understanding of categorising data. It is important to spend the time to develop this skill so that it doesn’t impact his ability the deal with more complex data as he progresses.













Any feedback givenThe student was very concerned that his chart looked different to others. We discussed that although it was different, he had still demonstrated his understanding. We talked about his

© VCAA



strength in thinking ‘outside the box’ and that instead of deleting and starting over it would be better to show me that he can do the same thing in two different ways.

© VCAA



Using evidence to plan for future teaching and learningThe data highlighted that these students are coming into these sessions with more prior knowledge than expected in relation to collecting, organising and visualising data. It revealed that the majority of students needed more explicit teaching of formatting using Google Sheets. Other follow up sessions will focus on the analysis of data when making recommendations.

Teacher reflectionsThese workshops assisted me in deepening my understanding of writing effective assessment rubrics with objective language focussed on observable evidence of knowledge and understandings. The organisation of the rubric into phases of learning and student actions assisted in ensuring a logical progression from one stage to another.

This rubric will be shared with other staff members in the school with an option to use it with other cohorts of learners.

Overall the task worked well. I would have liked additional time to enable better integration of the Speaking and Listening strand of the English curriculum and have students copy their table, chart and recommendation into presentation software to share orally with their peers.

© VCAA


Collecting, accessing and presenting data Levels 3 … · Web viewother organising elements may be...

Documents

Transcript of Collecting, accessing and presenting data Levels 3 … · Web viewother organising elements may be...