Best Practice Assessment Workshop

Amazing. Notes on the workshop are as follows:

- NZACGITT: IT forum

- THE POND - new TKI

Chris Hubble Forum

Ask an expert on the TKI Tech site

Facebook link

Some of the issues with the files that come in for moderation:

- Taught a standard or taught a programme of work?

- Evidence for assessment is changing. Paper model removed, online assessment

- Can students pick and choose from a programme of work? Or do they need to do the entire thing?

- Reduce the workload of students AND teachers in the assessment process

- 50,000 - 70,000 words per assessment. WHAT. Too much around the bush words, not enough quality

- the amount of work vs. the credit collection is off balance in the technology and portfolio subjects

What do the kids want to learn? What do we want them to learn? How can the skills fit the AS as opposed to the other way around?

- using the key competencies in their learning

- focused on skills

- learning go use independent thinking

- theory

- digital citizenship / file management / digital safety

- creativity

- personal justification by reflection

- multiple platforms (docs, paper etc)

- work habits

RESEARCH INFORMS PRACTICE

Who are the students?

What are their interests?

What is happening in the community? Link that to the project. AUTHENTIC CONTEXT

Backwards Design: What are the big ideas behind the project?

EVIDENCE:

- Submit a students explanation of their project over a video. The student explaining their ideas verbally and with their bookwork prompting their explanation. Film the paper with the student pointing out the work.

- Verbal explanation instead of written reports?

- Scanning all papers and submitting digitally.

- Blog the design process?

- Presentation standards: DIGITAL VIDEO GOOGLE WALK AROUND: digital standards as well as presentation? Complex procedures?

SKYTE NIGHT

NATURALLY OCCURING EVIDENCE

- Evidence that can be from other activities that are not purposed for assessment

- Students need to understand what is “valid evidence”

EVIDENCE FOR MORE THAN ONE STANDARD

- assessing using a common theme

- across subjects

- assessing one piece of evidence for more than one standard

LOWER THE AMOUNT OF WORK THAT WE ARE DOING

We can justify our word that it was at the grade that we gave the student.

Research > Respond. Research > Respond.

Inspiration research first. Once the ideas have been created, there is ALOT more research throughout the project when it is becoming specialist. i.e.: Inspiration, development

SPATIAL DESIGN

- visual communication rather than writing an essay

- develop the thinking with visuals, then support the sketches with annotations

- technical knowledge (Construction joins etc)

- Graphics Practice is visual communication

- photograph the design process (portfolio) and turn into a slideshow

- Actual construction knowledge (small detail section of a particular part of the buildings construction that adheres to building codes??)

PRODUCT DESIGN

- Commitment to a drawn line (don’t rub it out!)

- Deadlines for concepts (end of week I will take them in to give feedforward)

- Students need to justify and explain their reasoning

- The positives and negatives need to be discussed through the project

- CONTEXT CONTEXT CONTEXT

- teach students HOW to research

- don’t just do all of this research - it needs to be intergrated

- SAUCE model

- Research informs practice

- References

- Product: Jewels? Weaponry?

PRESENTATION

- Student planning must be present with the final result

- How do other designers compose their page?

- Audience focused, composition, layout and visual impact (level 1)

- Understanding of the use of compositional principles, graphics modes and media in the presentation, integration of presentation techniques and compositional principles (level 2)

- Use of an exhibition space, Exhibition must convey the designs intent without the designer present, Presentation is developed or designed. Informed by knowledge of exhibitions, what the audience needs and what the outcome is (level 3)

- relate to the context of the idea (how is it best that I can consider the presentation of my design) (i.e.: a protective piece of design wear can be exhibited on a mannequin)

- layout and compositional techniques

- needs of the audience

- using the elements and principals of graphic design

- the choice of anywhere in the school (positives and negatives)

- a lot more students stare at a laptop more than looking at an exhibition

- students need to do a survey at the end so that they can get feedback on the success of the needs of the audience

- presentation can be on screen

- selecting pieces of their work for that mean the most about their particular design and exhibiting it

- demonstrating their design to an audience who don’t know what they have been doing (the survey at the end could be asking questions about the content of their exhibition)

sam lawyer - assessing juniors

lr@aotea.school.nz

brian.green@nzqa.govt.nz - email to contact alastar graphics god

liz.dixon1@gmail.com

dxe@paraparaumucollege.school.nz - Email for moderation

#ProfessionalDevelopment #Criteria4