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 Practicum debrief – e-learning  formative assessment  Hands on - Explore 5 key online resources for

assessment  Asttle and how it impacts on each subject area  Overview of SMS in NZ  Hands on – explore and create your own quiz, survey, crossword or wordfind


In groups of FOUR discuss the following What e-learning did you see your associate doing? What ICT did you see your students using? What e-learning did you use? What are the barriers to using e-learning in

schools? What are the benefits for students and teachers?


Watch this video and discuss...  What do students look for in a teacher?  What prevents students from learning?  How do they want to learn?

http://nzcurriculum.tki.org.nz/Digital-stories/School-stories/Te-Awamutu


In a balanced assessment system, both summative and formative assessments are an integral part of information gathering. Depend too much on one or the other and the reality of student achievement in your classroom becomes unclear. Plant analogy Formative and Summative Assessments in the Classroom Catherine Garrison & Michael Ehringhaus


 Helps us distinguish between teaching

and learning.

 The focus must be on the quality of

feedback and feed-forward rather than the quantity of information gathered by the teacher.

An Introduction to Formative Assessment For Secondary school Teachers http://www.tki.org.nz/r/assessment/one/formative_e.php


 Sharing learning goals with students.  Involving students in self assessment.  Providing feedback which leads to students recognising and

taking the next steps.  Being confident that every student can improve.

An Introduction to Formative Assessment For Secondary school Teachers http://www.tki.org.nz/r/assessment/one/formative_e.php


Rate yourself from:

How well do you…  Share learning goals with students?  Involve students in self assessment?

5 I do this consistently well to: 0

 Provide timely focused feedback?

I don’t do this at all

Do you have confidence that every student in your classes can improve? Think now about some of the things that prevent us from assessing in a formative manner – discuss with partner

An Introduction to Formative Assessment For Secondary school Teachers http://www.tki.org.nz/r/assessment/one/formative_e.php


 Believing that assessment is designed to ‘trick’ or ‘trap’ students and so find

out what they don’t know.

 Not knowing our curriculum documents and the difference between

achievement objectives and learning outcomes.

 Lack of understanding of the principles and theory of assessment makes it

difficult to decide what and how to assess.

 Assessing behaviour rather than quality of work.  Confusing student self assessment with evaluation of the student or of the

teacher’s unit of work.

 Assuming students will understand how to self assess without teaching

them.

Hawk and Hill (2001)

An Introduction to Formative Assessment For Secondary school Teachers http://www.tki.org.nz/r/assessment/one/formative_e.php


These are a selection of websites that you will use in your teaching career. Select one website to explore further and comment briefly on: Usefulness for your subject area Ease of navigation Quality of resources How/why you would use this website?

Exemplars - http://www.tki.org.nz/r/assessment/exemplars/index_e.php ARBS – http://arb.nzcer.org.nz/ username: arb password: guide AsTTle What Next http://www.tki.org.nz/r/asttle/whatnext/index_e.php?e_asttle=0 NCEA – http://www.tki.org.nz/e/community/ncea/ NZQA - http://www.nzqa.govt.nz/ncea/index.html NEMP - http://nemp.otago.ac.nz/_index.htm Assessment website on TKI http://www.tki.org.nz/r/assessment/index_e.php My Portfolio http://myportfolio.ac.nz/


Tests include: Reading, Mathematics and Writing Not just a tool for English and Maths dept. Targets Literacy and Numeracy across all subjects areas e.g.… Questions are weighted and multileveled… for example one question may contribute to scores in inference and finding information. Automatically puts in other levels…for example if you create straight level 5 test it will also put in some level 2, 3, 4 and 6 questions


Reading Finding information Knowledge Understanding Connections Inference

Takes approx 1 ½ hours marking per class

Writing Persuade Instruct Narrate, Describe,. Explain: Recount: Analyse

Mathematics Number Knowledge Number operations Algebra Measurement Geometric Knowledge Geometric Operations Probability Statistics

Takes approx 2-3 hours marking per class

Takes approx 1 ½ hours marking per class


Year Beginning of Year Some Most Few 7 L2 L3 8 L4 L3 L2 9 L3 L4 L5 10 L5 L4 L3

End of Year Some Most L4 L3 L3 L4 L5 L4 L4 L5

Few L2 L3 L3/6


“For NCEA level 1, you have to prove that you have a good level of reading and writing skills and that you can deal with numbers. Eight of your 80 credits must be for numeracy standards and eight for literacy standards.” “ copied from NCEA website http://www.nzqa.govt.nz/ncea/about/ncea-nqf-credit.html

Science - 18988  Interpret information presented in tables, diagrams, and graphs to answer given questions - 2 credits Internal Physical Education – 12540  Demonstrate scientific knowledge about exercise and physical activity 4 credits Internal Music - 10660  Describe and examine three music works of varying genre 5 credits Internal Economics - 5856  Explain concepts related to consumer choice in economics - 3 credits Internal


1. 2. 3. 4. 5. 6. 7.

Finding out what students know or don’t know in a content area to inform my teaching programme Refining tests so that they focus just on the material I have taught them Sorting students into groups of similar ability for instruction Identifying students with special needs or special abilities Measuring each year’s intake and getting a sense of where they are at Measuring the progress students are making Getting a sense of general ability in a subject


A Student Management System (SMS) is software that holds and manipulates data relating to a learner, whether this is administrative or teaching and learning. A good SMS makes life easier for school principals, administrators and teachers. Some of the many uses include:  Enabling staff across a school to collate, analyse and retrieve information  Tracking attendance and providing reports showing trends in student attendance  Recording assessment in formats suitable for NZQA  Enabling the sharing of data with other software applications, other schools, the

Ministry and agencies without having to re-key it.

An LMS is a software product that sits within a school’s Managed Learning Environment (MLE). The LMS is regarded as the school’s central hub of the teaching and learning activity (curriculum and pedagogy).

http://www.minedu.govt.nz/index.cfm?layout=document&documentid=9800&indexid=11255&indexparentid=5646


SMS eTAP Integris KAMAR MUSAC – classroom manager PC School SchoolMaster

The following pie chart shows the SMS market share as at January 2011. Figures show the number of schools using each product.


Select one of the sites below and create an activity that you could use for formative assessment. Survey monkey - tests, quizzes, surveys, feedback and more

http://www.surveymonkey.com/ Mystudiyo – online quizzes that you can embed in your wiki or blog http://www.mystudiyo.com/ Quibblo – make quizzes, surveys and polls for your wiki or blog http://www.quibblo.com/ ClassMarker allows you to add your own tests to be taken online and graded instantly and accurately. http://www.classmarker.com/ http://www.proprofs.com/ - make your own quizzes http://www.quiz-tree.com/ - selection of subject quizzes


Assessment and SMS