Creating Assessment- Year 9 Astronomy

This morning I was putting together the assessment for the Year 9 Astronomy unit. The unit needed to be redone in order to ensure that we were effectively assessing at curriculum levels.

The new test has been compiled from the Assessment Resource Bank's resources of properly aligned assessment tasks. I started with a standard from Level 3,  many from Level 4, some from Level 5, then I adapted a NCEA Level 1 task for the Level 6 component. This will really make it straightforward to assess the level of thinking that our students are doing.

The Test

The Marking Rubric

Peer Assessment

I tried  a new style of assessment and marking with my Year 9 class.

For the end of astronomy unit they had to research astronomical cycles and their effects on the earth. There was a limited scope for personal choice, as there was a number of cycles they could choose from. The real difference was for them to do the marking of each others assignments.

For this I gave the students copies of the marking rubric and explained how to use it. The students worked in groups to mark each other and to feedback and feedforward to each other. The purpose of this exercise was to get the students to link the intructions of an assessment with the marking of it, to start showing them how the two are together so that in the future they can better tailor their efforts to where it will make the most difference.

Students took to the exercise and were very positive in their feedback to each other. The marking was accurate.

Some students didn't submit their work, but the exercise will have shown them the work that goes into marking regardless and hopefully will encourage them to respect deadlines.

Year 9 Astronomy Assessment

The Astronomy unit has frequently not been completed for a number of years so there is no standard assessment for them.

I have decided to run an NCEA style assessment with my year 9's to introduce them to the style of research assignment they will have to contend with in the senior school, and I will use a comparitive mark schedule as well.
The students may choose the aspects of astronomy that appeal, and present in ways that suit them, within reason for both options.

Maui and the Sun

I struggle to appropriately incorporate Maori culture in many Science lessons without it being a tokenistic inclusion, rather than a valuable learning tool.

In order to try and get the students to think about how myths were explanations of physical phenomenon I set homework to compare the myth of how Maui slowed the sun with the Scientific explanation.
I was looking for the idea of how the day gets shorter and shorter, but then longer again, could be linked with Maui's reaching of the sun and then slowing it down. So the story would repeat each year.
Google classroom assignment