Assessment report for billy cart unit.

1. Assessment for, of and as Learning Staff Meeting 13 th October 2006 By EXE202 Task 3

5. Curriculum Lesson Plan One Establishment of prior knowledge. Observation (anecdotal evidence) Observation & Feedback Existing Assessment Establishment of prior knowledge. Observation (anecdotal evidence) Negotiated design brief with negotiated assessment criteria. Revised Assessment Student Learning outcomes VELS Strand, Domain, Dimension Develop their own questions for investigations and make judgments about its worth. Student(s) properly generate questions and or problems around a topic. Interdisciplinary Learning: Thinking – Reasoning, processing and inquiry. Students will gain clear understanding of design brief requirements that will include some limitations and specifications. Interdisciplinary Learning: Design, Creativity and Technology – Investigating and designing

7. Curriculum Lesson Plan Two Observation Summative Presentation Existing Assessment Building social relationships; ability to respect other opinions and develop strategies for conflict management. Working in teams: Roles are adequately created, work is co-operative and students responsible for their role in the task. - Students are able to use a range of research methods to collect data in response to design briefs. Student Learning outcomes Reflective Journal Group Peer Assessment Formative Presentation Revised Assessment VELS Strand, Domain, Dimension Physical, Personal and Social Learning: Interpersonal Development – Working in teams, Building social relationships Interdisciplinary Learning: Design, Creativity and Technology – Investigating and designing

9. Curriculum Lesson Plan Three Summative Assessment Summative Assessment Existing Assessment Students deliver logically and clearly presented information to the class Listening and Speaking becomes important for co-operation, planning, rehearsal and presentation. Student Learning outcomes Observation and Feedback Formative Assessment Observation and Feedback Formative Assessment Revised Assessment Disciplinary Based Learning: English – Speaking and Listening VELS Strand, Domain, Dimension Interdisciplinary Learning: Communication – Presenting

11. Curriculum Lesson Plan Four Observation Graded Assessment as per teacher designed criteria Graded Assessment as per teacher designed criteria Existing Assessment Building social relationships; ability to respect other opinions and develop strategies for conflict management. Working in teams: Roles are adequately created, work is co-operative and students responsible for their role in the task. Students will demonstrate creativity in their thinking in a range of contexts. Students will generate and communicate design ideas in response to a design brief. Student Learning outcomes Peer Group Assessment Reflective Journal Rubrics as per negotiated criteria Rubrics as per negotiated criteria Revised Assessment VELS Strand, Domain, Dimension Physical, Personal and Social Learning: Interpersonal Development – Working in teams, Building social relationships Interdisciplinary Learning: Thinking – Creativity Interdisciplinary Learning: Design, Creativity and Technology – Investigating and designing

18. Rubrics - example Mumbled and often mispronounces words. Mostly clear and distinct, some mispronunciation Clear and distinct but some mispronunciation Clear and distinct, no mispronunciation Speaks Clearly No interest generated. Faked interest Some interest Strong interest evident in response to others. Enthusiasm Not listening and distracting. Sometimes don’t seem to be listening, but not distracted Listen, but some distraction Listening intently. Listens to others presentations Slouching and not looking at others. Sometimes stand straight and have eye contact. Standing up straight and have eye contact Standing up straight, relaxed, confident and have eye contact. Posture & eye Contact Not at all prepared Lacking rehearsal Students reasonably prepared, maybe couple more rehearsals. Students completely prepared and rehearsed Preparedness 1 2 3 4 Category

20. References http://www.ncrel.org/sdrs/areas/as0cont.htm http://www.vcaa.vic.edu.au/prep10/csf/profdev/worksamples/awspd.html#arts http://www.sofweb.vic.edu.au/blueprint/fs1/assessment.htm