How teachers assess - documents.parliament.qld.gov.au
Transcript of How teachers assess - documents.parliament.qld.gov.au
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How teachers assess
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Develop and teach a course
• Teachers develop and teach a course using the General Objectives and the required subject matter in the syllabus
• The General Objectives are essentially what students should be able to do
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Choosing the assessments
• Teachers then select the assessments they will use
• Syllabus includes the assessment requirements
• E.g. Mathematics C syllabus requires 5 pieces of assessment, including 2 assignments
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Writing the assessments
• Teachers develop tests and assignments to assess what they have taught
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Setting a Test • An example – Mathematics C
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Setting a Test • What content am I testing? • What objectives am I testing? • Are students given an opportunity
to reach all standards? • Where is this information?
The syllabus.
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Syllabus Content
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Objectives
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Objectives
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How do I grade a test?
Which standard does the student’s response match [A, B, C, D, E]? How have the student’s responses matched the standards in the 3 objectives? Where do I find this information?
The Syllabus.
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Using the standards
• Teachers use standards to make judgments about each piece of student work
• The standards identify how well students demonstrate the objectives in the syllabus
• The five standards in each general objective are the common reference point for all schools. They ensure that judgments are consistent across the state
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The Standards
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The objectives example Question 1. Knowledge and procedures C/B Standard: • Recall, access and select mathematical definitions, rules
and procedures in a routine, simple abstract situation
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The objectives example
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The Criteria Sheet KP Standard specifics Standard Student
response Q1 • Recall, access and select mathematical definitions, rules and
procedures in a routine, simple abstract situation C
Q2 • Appropriate selection and accurate use of technology • Recall, access and select mathematical definitions, rules and
procedures in a routine abstract situation
B/C B/A
Q3 • Recall, access and select mathematical definitions, rules and procedures in a routine life related situation
• Application of mathematical definitions, rules and procedures in a routine complex task in a life related situation
• Application of mathematical definitions, rules and procedures in a non-routine task in a life related situation
B/C B/A B/A
Q4 • Numerical calculations, spatial sense and algebraic facility in a routine life related situation
B/C
Q5 • Application of mathematical definitions, rules and procedures in a routine complex task in an abstract situation
• Application of mathematical definitions, rules and procedures in a routine complex task in an abstract situation
A/B/C A/B/C
Q6 • Recall, access and select mathematical definitions, rules and procedures in a routine complex abstract situation.
• Recall, access and select mathematical definitions, rules and procedures in a routine complex abstract situation
A/B/C A/B/C
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Feedback
• The syllabus standards help teachers to provide useful feedback because their judgments are based on the evidence that matches the standards
• Students learn what they are doing well and where they can improve
• Parents have a clear idea on what the possible problem areas are and how to improve
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Deciding level of achievement
• At the end of a course, teachers award a final grade for a student – an “exit level of achievement”
• They use the collection of student work (called a folio) to determine an overall standard for each of the three objectives
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Example of Student Profile
A Queensland School Student: A Student
Mathematics C Years: 2011 - 2012
Student profile Teacher: A Teacher
Semester Assessment instrument
Knowledge and Procedures
Modelling and Problem Solving
Communication and Justification
Comments, if applicable
3 Summative
Test A A A
EMPS B A A
Test A B A
4 Summative
EMPS A C B
Test A A A
Summaries KP MPS CJ LoA Verification A B A VHA
Exit A B A VHA
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Awarding exit levels of achievement
VHA Standard A in any two criteria and no less than a B in the remaining criterion
HA Standard B in any two criteria and no less than a C in the remaining criterion
SA Standard C in any two criteria, one of which must be the Knowledge and procedures criterion, and no less than a D in the remaining criterion
LA At least Standard D in any two criteria, one of which must be the Knowledge and procedures criterion
VLA Standard E in the three criteria
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Extended Experimental Investigations
Why and how?
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Science education has changed
• Traditional science course – Content focussed – “Recipe” pracs used to
demonstrate content
• Rationale – Scientists needed to know
content – Pracs were limited by
equipment available
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The inclined plane experiment
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The inclined plane experiment
-1.5
-1
-0.5
0
0.5
0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0
Acce
lera
tion
(g)
time (s)
Inclined plane - app accelerometer data
left/right
forward/backwards
vertical
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Science education has changed
• Modern science – Process focussed – Focus on fundamental
concepts – Experiments imitate the
work of real scientists
• Rationale – Technology changes
• what we need to remember • what we can do
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Designing an EEI
• What do we want students to show they can do? – Learn some new Science – Design and perform an experiment – Critically analyse their results – Communicate what they have learnt
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Designing an EEI
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Designing an EEI
• Key features – Context and choice
• Engages students’ interest – Authentic inquiry
• Students (and teachers) finding out something they didn’t know
– Restricted scope • Time limit • Word limit • Group work
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Designing an EEI
• Key features – Guidance
• Start with a familiar experiment • Timeline • Draft
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Managing an EEI
• Strategies – Time in class – Log books – Conferencing and feedback – Draw on prior experience – Constant reference back to the standards
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Marking ‘prac work’
• Using marks – Create a model solution – Compare to model solution and assign marks – Add up marks and compare to total available
• Works well for recipe ‘pracs’ • Does not work well for an open-ended EEI
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Grading an EEI
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Grading an EEI
• Standards approach – Read the task – Read and understand the standards – Read the work – Annotate the work and criteria sheet to identify
evidence – Make a judgement
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Grading an EEI
• Is it subjective? – All marking requires judgement – Grades can be defended by with evidence – Examples
• Complexity • Systematic data analysis • Select ideas with discrimination
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Grading an EEI
• Does it take longer? – Not in my experience – Reasons it can seem slower
• Students writing over the word limit • Providing feedback • No zeroes
– Not more marking than other faculties
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Grading an EEI
• Do you end up with the same result? – For some students, yes – For some students, no
• Very high achieving students • Students with language difficulties • Students who have specific weaknesses (e.g. maths)
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Some comments from personal experience