UC Education Plus

L3 Economics – Making Internal assessments part of your teaching and learning programmes

Derek McLauchlan 6 th + 8th April2013

derek.mclauchlan@canterbury.ac.nz

Mihimihi

An ethic of CARE

Trusting classroom community

Respect and value languages and

cultures of students

Classroom routines Show interest in

student ideas

Allow students to think for themselves

Model best practice

Strong (economic) learning focus

High yet realistic expectations

In PLD folder see files :- Ethic of care jigsaw - pieces -teacher ideas- Tātaiako self reflection focusing + learning inquiry

Know your student

- learned experiences- prior knowledge

Desired learning outcomes

- steps / skills / content required for students to achieve+

ie. teach them the rules of the game so they can play it

Engage student in NEW learning experience

- New activities / different teaching approaches

Little will change unless something different happens in the classroom

Teacher Reflection

- upskilling / changing practice

He pito mata tō ia ākonga; hīkina te mānuka.Each student is an opportunity; accept the challange.

ONLY when the students are ready

Know your student

Assessment of student learning needs “The primary purpose of assessment is to improve students’ learning and teachers’ teaching …”New Zealand Curriculum, Assessment, p.39

“Healthy assessment practice uses multiple samplings from multiple sources.”NZEI Te Riu Roa & Lester Flockton, 2009

Refer to Assessment section of The Connected Curriculum

Desired learning outcomes

• Eco curriculum guide (used to be call T+L guide) http://seniorsecondary.tki.org.nz/Social-sciences/Economics

see pre upload versions – 1. Adjustments to Key concepts 2. New L3 Key concept indicators

• Standards / Conditions of Assessment for Internals

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/economics/levels/

• Exemplarshttp://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/subjects/economics/annotated-exemplars

• Texts / workbooks / colleagues

Content / Skills template – BLANK

Derek’s attempt

New Learning Experience - that connect to students lived experiences and prior knowledge Petty and Constructivism

ADD TO - Content / Skills template

Eco content / skills• In class simulation

eg coke / food

• Online simulationeg AmosWEB

• Student Inquiry

• Whiteboards for modelseg S/D

folder

• Brainstorm for others

Literacy• Unpack exemplar

eg NZCETA workshop 2012

• Graphic organisereg 1.4

• Checksheets

• Placemats

• Brainstorm for others

Derek’s attempt

Assessment and learning:

Assessment on line

Formative assessment :

‘Formative assessment refers to all those activities undertaken by teachers, and by the students in

assessing themselves, which provide information to be used as feedback to modify the teaching and

learning activities in which they are engaged. Such assessments become formative when the evidence is

actually used to adapt the teaching to meet the needs.’

-Black and William

What is so special about Formative Teaching?

Sadler ’89 analysed feedback to show that for learning to take place the learner needs to know:

•The goal

e.g. “I need to use the correct method to explain in detail consumer equilibrium. I need to use formulas and models, and refer to these in my explanations”

•Their present position:

ie how far they have achieved the goal.

eg. what they do right and what they do wrong “I use the correct method usually and calculate the answers correctly, my diagrams are clear and I refer to them well in my explanations.”

•How to close the gap

ie between the goal and their present position

e.g. “I need to ensure I don’t confuse income and substitution effects. I need to be better at linking changes in MU as a result of price changes to choice a consumer makes about what quantity to consume.”

Learning logs Checksheet as learning log

PIPS

Formative assessment DOESN’T always have to be as a practice test or be done by the teacher

Use the hand out below to complete your Eco planning templateSnippets from Rethinking Classroom Assessment ….

One to try:  Assertive questioningOne variant is ‘Pose, Pause, Pounce, Bounce’:  Pose the question, pause to let them discuss it for 30 secs, ‘pounce’ on a student and ask their view, ‘bounce’ the same question to another student, ask students to explain their reasoning (metacognition).Keep the process going till there is a group consensus. Confirm the right answer at the end.  This process gets the whole class thinking and gives you great feedback on their learning.

Self and Peer assessment…

Teacher shows how on the board

Students do some on their own

Peer explaining

Usual 2 step

approach

Carroll’s 3 step approach

Students do some on their own

Teacher shows how on the board

knowledge

application

comprehension

application

knowledge

See Geoff Petty on Formative Teaching Methods

Summative assessment

• 3.3 example• 3.3 example + answers

• 3.4 – peer assessment template

End of Session 1