uc education plus l3 economics – making internal assessments part of your teaching and learning...
TRANSCRIPT
UC Education Plus
L3 Economics – Making Internal assessments part of your teaching and learning programmes
Derek McLauchlan 14 th + 15th June 2013
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
ie. These provide the pegs on to which new learning can attach
Desired learning outcomes
- steps / skills / content required for students to achieve+
• content
• literacy
ie. Students need to know 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
- changing practice (new/different activities )
- rethinking assessments (NOT always tests/ student choice)
-upskilling (PLD)
He pito mata tō ia ākonga; hīkina te mānuka.Each student is an opportunity; accept the challenge.
ONLY when the
students are
ready
How do you know your students understand• the content / literacy• the task
Know your student• TToR teaching as inquiry template
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
LiteracyUnpack exemplareg NZCETA workshop 2012
• 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
‘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 WilliamTraditional /Current Assessment Pyramid
Teaching and Learning and Formative Assessment
Reconfiguring the Assessment Pyramid using Formative Assessment
Using feedback and formative assessment to improved performance?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 will need to use formulas and models, and refer to these in my explanations”•Their present position:
ie to what extent have they achieved the goal.
eg. what they do right and what they do wrong “You use the correct method usually and calculate the answers correctly, your diagrams are clear and you refer to them well in your explanations.” •How to close the gap
ie between the goal and their present position
e.g. “You need to ensure you don’t confuse income and substitution effects. You need to be better at linking changes in MU as a result of price changes to the choice a consumer makes about what quantity they consume.”
Learning logs Checksheet as learning log
PIPS
Resources to help you with FORMATIVE ASSESSMENT
Rethinking Classroom Assessment ….Use the hand out provided to complete your Eco planning template
Assessment on line
1. Assertive questioning ‘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.
A couple of examples of FORMATIVE ASSESSMENT
2. Peer explaining…
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 MU/D example / 3.3 MU/D example + answers• Other 3.3 examples
• Elasticity (of demand)• Dim rets + supply
• 3.4 – Market Failure
End of Session 1
