Introduction to NCEA

Level 1, 2 and 3

Date: Friday 13th MarchPresenter: Lesley Pearce

Course Outline

• Session 1– Welcome– Technology Curriculum– Overview Pathways

• Morning Tea• Session 2

– Matrix– Achievement Standards– Unit planning

• Lunch• Session 3 Developing assessment materials

– Finding the evidence – Resources/support

Technology- The NZ Curriculum

• The NZ Curriculum Framework• Technology in the NZ Curriculum (1995)

– Three Strands• Technological knowledge and understanding• Technological capability• Relationships between technology and society

– The 3 combined are Technological Practice• NZC

– Learning area statement, – Strands

» Technological Practice» Technological Knowledge» Nature of Technology

Pathways for Students

Year 9 & 10

Year 11Level 1

Year 12Level 2

Year 13Level 3

TechnologyEducation

Technology AS Technology (in a range areas) e.g. Materials, Biotechnology, Food, Electronics and Control,ICT

Technology & Technology Scholarship

Information Management

Graphics Graphics Graphics & Graphics Scholarship

Home Economics Home Economics Home Economics

Technology Curriculum US

Technology Curriculum US Technology Curriculum US

ITO US (Industry) ITO US (Industry) ITO US (Industry)

Unit of Work

Planning and combining assessments for a unit of work

AS 1.7 Describe interactions

between a technological

innovation and society

AS 1.5 Demonstrate understanding

Of technological knowledge

AS 1.6 Present a

Technological solution

AS 1.1 Develop a

technological solution

AS 1.2 Formulate a

Brief to address

a given issue

US 18240 Construct

A simple printed circuits

US 18240 Demonstrate

knowledge of basic

electronic components

Technological Practice

Session 2

• Matrix 2009

• Principles of standard base assessment

• Developing assessment schedules

• Unit planning

Principles Of Standard Base AssessmentIt is important to make sure that the assessment

is:

• Fair

• Valid

• Reliable

Valid Assessment

• Ensures that students have the opportunity to meet the requirements of the standard.

• Ensures that the evidence of student achievement is clearly identifiable to the assessor

• Provides the assessor with clear guidance to make their assessment decision against the requirements of the standard.

• Develops confidence among students and assessors

Technology Matrix

Technology Matrix

Technology Matrix

90046

• Registration number• Version• Subject Reference• Title• Level• Credits• Assessment• Subfield• Domain• Dates• Overview

90046

• Achievement Criteria

• Progression from A to E– Activity

90046

• Explanatory Notes– These are our

definitive reference to explain the achievement criteria.

Assessment Materials

• Achievement standards

• Latest Version

• Chief moderators report 2007

• Chief examiners/assessors reports 2007

• Subject Assessment specification 2009

• Assessment schedule 2007- Judgement statements

• NCEA Subject Analysis-TEAM Solutions

• National Exemplars-Internal/External

• Exemplars- in-school

Unit planning

Unit planner

• Activity:• Identify the technological process (the key milestones)

• Read the given Acievement Standards• Develop a brainstorm that links all the AS’s

Making Sense of the AS’s

• You will need the achievement standard, the assessment schedule, assessors report, moderators report

Unpacking 90046

• In pairs • Copy all the key words

from the standard to the worksheet

• Separate these words into – Instructional (doing

words)– Technology (our

curriculum area)

– Eg: Brief (Technology) Formulate

(Instructional)

Unpacking for students

• Which of these words will you need to unpack further for your students?

• How will you do this?

• Sources for strategies:– Effective literacy strategies Yr 9- 13 (Learning Media)– Top tools for literacy and learning (David Whitehead)– Top tools for social science – Teacher in charge of literacy– Specialist Classroom teacher (SCT)– HOD– Colleagues in dept

Expert groups

• Level 1

• Level 1

• Level 2

• Level 3

• Do the same activity using the worksheet in your expert groups.

Writing an Assessment Task

• Use a Generic template and contextualise it to your unit being taught.

• The main areas to be contextualised are:

– The title page– Unit outline & Learning experiences– Student instructions– Assessment schedule

Writing an Assessment TaskUnit Outline

• Changes that need to be

made are highlighted in yellow.

They are:• Focus area• Context and setting• Resources available• Learning experiences

Note that the purpose of this template is to give a starting point to teachers or groups who wish to write or amend activities to assess standard 90046. It provides a focus to ensure that all the basic elements that need to be assessed are included and will help ensure consistency of expectations and standards. The template should be adapted to suit the requirements of the specific context and the manner in which evidence will be collected and presented. Teacher Guidelines: The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource. The guidelines are for the assessment of achievement standard 90046 and do not include all the details of the unit of work that this assessment is to be placed within. Rather it outlines assessment requirements for one achievement standard. Where a unit of work provides the evidence for several achievement standards to be assessed individual, assessment schedules need to be written. Note: this section is not require d to be given to students or sent to moderators Co ntext/s e tting: Focus a rea: <fill in tec hnological ar e a if appropriate> <add one or two paragraphs to provide the conte xt of the unit of work the asses sm ent will be set within > Con ditio ns : This asses sm ent activity is inte gra ted into a unit of work on <add title > that co uld take approximat e ly < add numb er > weeks. Achieve me nt stan dard 9 0046 involves the gat her ing a nd pre s entation of ev ide nce wit hin a st ude nt’s tech nological practice as desc ribed by the Te chnology C urriculum. Te ac hers should deve lop a pla n for the unit of work to include key tea ching points from all stra nds of the curriculum a nd formative asses s me nt points. They should carry out appropriate le a rning and/or revis ion programm es to est a blish the necess a ry pool of kno wle dge, skills and procedures that stud e nts can d ra w on or extend to com plete this as s es s me nt activity. The se may include skills in the gat her ing and use of data such as de velopm ent and us e of rese a rch quest ions, inte rvie w te chniques, ide ntifica tion of key factors, deve lopm ent a nd pre pa ration of a brief etc. Achiev em ent sta nda rd 90046 involves formulating a brief to a ddress a given iss ue. The iss ue upon which the brief is dev e lope d ne eds to one t hat is sha red by a ra nge of stake holders, (on e of whom may be the stu dent them sel ves), to e nab le stud e nts to cons ide r a var iety of differe nt vie ws or opinions. Tea chers should e nsu re that appropriate iss ues a re identifie d (or ne got ia ted with st ude nts) so that stu dents a re ab le to complete all re quirem ents of this achievem ent sta nda rd. In order to formula te a brief that a llows a te chnological solution to be de velope d that will address the issue, stud e nts will ne ed to under take tech nologica l practi ce that con s iders likely concep tual so lutions to verify that the ir briefs, conc e ptu a l stat e me nt and s pecificat ions satisfy the issue.

Change focus area

Change yellow sections

Writing an Assessment TaskLearning experiencesLearning Experiences Learning Outcomes Overview of unit expectations - talk students through the Student Information and the Standard/s embedded in the unit to ensure that they are informed about: • the expectations for completi on of the un ,it • the expectations for achievement of the Standard/s - provide students with copies of Standard/s and t he

assessme nt schedule/s and debate meaning s of the explanator y n ,otes wit h spec ific referenc e to th is un it context and the nature of the potential practice stud entsmay undert ake within it.

• the assessment procedures for both internal a ndexternal achievement standa .rds • how the unit provides opportunity for students to produce evidence for assessment against the Standard/s. • the relationshi p betwee n the assessme nt schedule/s andindividu al stud ’ ent s technological practice. ( It is critical to

explai n ho w developments withi n individua l stude ’ nt s technological practice will hav e implicatio ns for the evidence requir .ed For exam ,ple if the need identified that will resolve the issue is a food product for human consumption, the student would need to show evidence that they have considered relevant codes of practice and legislativ erequirements associate d with th e production of fo od products for human consumption i n Ne w Zeala nd in their brie fspecificati ).ons

<ins ert appropriate predete rmined le arning ex pe riences that will support st udents to f ormulate a brief to the given issue. As par t of t hes e expe rie nces – opportunity for st ude nts to deve lop specific skil l and kno wledge (as below) sho uld be included as is dete rmined by t he nee ds of the st ude nts and the context in which the y are undertak ing tech nological practice . At t he planning st age of the unit the s e may only be able to be indicate d, whilst they will be more clearly time positione d during de live ry of the uni t>. Skill deve lopm ent (to be insert e d at appropriate times within the unit outline ) <include skills that the te ach e r will most lik e ly ne ed to tea ch/ prov ide stu dents access to through the use of e xper t instructi on to e ns ure that s tudents are proficien t in the skills that they ne ed to unde rtake tec hnological practice to formu late their brief. The s e skills should be introdu ced to st ude nts as learning ex perie nces whe n re quired as dete rmined by the stu dent’s act ual nee ds . Kno wle dge Dev e lop me nt (to be inse rted at approp riate times within the unit outline) <include knowledge that the tea che r will most like ly ne ed to te ach/ pro vide stu dents access to, to ensu re that st ude nts have unde rsta nding of, to under take te chnological practice to f ormulate the ir brief. This knowledge s hould be introduced to stu dents as le arning ex perien ces w hen re quire d, as de termine d by the st ude nt’s actua l ne e d.

Writing an Assessment TaskStudent Instructions• Student Instructions

– This needs to be written with enough information so the students have the opportunity to meet requirements of A,M & E for the standard.

– The changes which need to be made are in yellow they are:

1. Unit title2. Context3. Student instructions4. Due date

2004 Internal Assessment Resource Subject Reference: Technology 1.2 Internal assessment resource reference number: Tech/1/2 – generic version 4 Generic Template Supports internal assessment for: Achievement Standard 90046 version 2 Formulate a brief to address a given issue Credits: 6

< Insert unit tit le>

St ud en t Inst ructi o ns Sheet

Rea d through all these instructi ons be fore you st a rt your work. <Writers to ins ert any general inst ruction required for the activity. Te achers will be able to add their own detail for the ir school/class. This may include how evi den ce for this asses sm ent tas k relates to a whole unit of work and/or other ass e ss ment tasks within the unit > This asses sm ent activity will be com plet e d during the <writer to inser t> we eks that you a re stud ying this unit of work. In this asses s me nt activity you a re ask e d to identi fy, discuss and pr ioritise the key factors relat e d to an iss ue that is sh a re d by more tha n one stake holder, one of who may be you. Your teac he r will ha ve identifie d or ne gotia ted the issu e with you. You will ne ed to identify key factors and t heir main implications that will assist you to resolve the iss ue, ide ntify poss ible nee ds and/or opportunities a nd formulate a b rief to ad dress one of these. In order to ens ure your brief allows a te chnologica l solut ion to be deve loped that will address the iss ue, you will nee d to un derta ke tec hnological practice that exp lores likely solut ions to ve rify that your br iefs conc e ptua l stat e me nt and s pecificat ions ca n satisfy the issue. Ongoing consul tation with stake holders id e ntified as hav ing a significant role in the reso lution of the iss ue, is ex pected as part of the tec hnological practice that you undertake to formulate the b rief. Your tec hnology lessons w ill be c onduct e d in <e. g. the speci alist mater ials room. H ow ev e r, by ne gotiation with yo ur tea cher, access to the other s pec ialist tech nology rooms is available>.

Change yellow sections

Writing an Assessment TaskAssessment Schedule

• The assessment schedule in the generic templates have the following:

– Title for AS

– Student evidence required for AS

– Judgment statements for A,M and E.

Assessment schedule: Technology/1/2_generic5: <insert title> Formulate a brief to address a given issue

The student presents evidence that identifies the key factors relating to the issue. These factors include: • those associated with the stakeholders (for example, their needs, des );ires • those associated with resources required to undertak e technological pract ice tha t may impact on the resolving of t he issue (e.g. access t o

stakehold , ers time available, access to exper tise in order to develop skills a nd understandings, access t o materials and equipmen );t • those associated with any legal, ethical and/or moral considerati /onsobligations concerned with the issue itsel f or its resolution. The interactio ns and implications of the identified key factors are explored and explained in ord er to justi fy the prioritisation o f those deemed ‘key’. Implications should be explore d for the undertaking o f technological practice as well as the development of a potential outco metha t may resolve the issue. An initial brief is formulated, includi ng a conceptual statemen t that c learly outlines the issue and defines t he need or opportuni ty that will b e

/resolvedrealised by the development of an outcome. The initial specifications show clear links between the prioritised key factors an d their interactions, and the identified nee /d opportunity.

As new implicat ions arise and/ or further interac tiveinfluences are identified /clarified, these should also be explained in order to justify the inclusion o fnew, or exclus ion of ol ,d key factors and any resulting reprioritisati on tha t may nee d to occur. Refinements are ma de to the brief in an ongoing ma nnerthroughout t he technological prac tice undertaken, which includes such things as the exploration an d testi ng of conceptual ideas that have the potenti al to address t he issue, the consideration of ongoing feedback from stakeholders, and exploration of suitab le materi , als techn iques and time considerati ons tha tneed to be defined with in the brie .f

Achievement Achieveme nt with merit Achieveme nt with excellence A ra nge of key factors is identified. The mai n

implications of these key factors are identifie .d

The key f actors are use d to identify possib le needs and opportunities a nd one has b een

selected in order to deve lop a brief. A brief is formulated with specificat ions tha tdescribe the nature of outcome an d the practic e

which ne eds to be under taken to resolve th eselected need or opportunity.

As for achievement but the implicat ions of the ke yfactors are explain .ed Main interactions between key factors and th eirimplications are explaine .d K ey factors areprioritised and use d to identify a need o ropportunity. As for achievement but the specifications in t hebrief address the implications o f the key fac tors

and recogn ises their priorities.

As for achievemen .t As for merit, but evidence o f interactions of al lrelevant key factors is given and the prioritisat ion is justif ied in relation t o the implications an d

interactions. The prioritised key factors have bee n usedto evalua te possible needs an d

opportunities and use d to justify the selection. As for merit, but the brief sta tes all that is require d

to reso lve the issue by addressing all identifie dimplications a nd interactions o f the prioritised keyfactors.

Session 3

• Making judgments

• Identifying the evidence in student work

Making Judgments where is the evidence?

Using the components of practice:• Place a flag where you see evidence of the students

developing their brief, planning for practice, developing their outcomeon-going and final evaluation

• Write the evidence on the A3 sheet

• Identify the knowledge the student needed to develop their outcome

Evaluation

• Have your initial questions been answered?

• What have you learned?

• What are your next steps (ACTION)?