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
Friday, 23 June 2017
Students choosing me to talk to.
I have had a number of students come to my class when they should be elsewhere. Yesterday one came when she was meant to be at the SSC because she felt more comfortable talking to me than the people at the SSC as we have built a relationship. I let Lynda at the SSC know and she was happy with me to talk to the student in question.
I think the relationship I have is due to my trying for a mix between getting them to do their work, and learn Science, but at the same time I try not to be judgemental about what they tell me. I point out that what they are doing may not lead them to where they need to be, but I don't try and force the issue with them. It's very much an approach where I try and steer them in the direction that I think they need to go, but without being pushy.
I think the relationship I have is due to my trying for a mix between getting them to do their work, and learn Science, but at the same time I try not to be judgemental about what they tell me. I point out that what they are doing may not lead them to where they need to be, but I don't try and force the issue with them. It's very much an approach where I try and steer them in the direction that I think they need to go, but without being pushy.
Thursday, 22 June 2017
Wanting the best for my students
I have been taking a special interest in "I" in my Whanau class. He is a very capable student, and very good-natured and willing to give back. He can, with thought and planning, be successful in both the Maori and Pakeha worlds, and I am trying to help him navigate that.
Today we had a chat in Whanau about what he wants, in the short term and the long term, and we are starting to talk about his options. He would like to go into Carpentry. I have been talking to people that I know in the business and that may not be advisable as the industry in Whangarei appears to be controlled by a cartel keeping wages and movement between firms down. We are looking at Engineering courses, that allow him to fulfill family commitments, while earning, learning, and being a stepping to a full engineering degree.
We also talked about how we need students to go out and be successes in both worlds, then to come back and show others that it can be done. I later heard that he went to his friend in the next class and told him about our conversation, and he was all chuffed that I had called him one of the students we want as a role model.
Today we had a chat in Whanau about what he wants, in the short term and the long term, and we are starting to talk about his options. He would like to go into Carpentry. I have been talking to people that I know in the business and that may not be advisable as the industry in Whangarei appears to be controlled by a cartel keeping wages and movement between firms down. We are looking at Engineering courses, that allow him to fulfill family commitments, while earning, learning, and being a stepping to a full engineering degree.
We also talked about how we need students to go out and be successes in both worlds, then to come back and show others that it can be done. I later heard that he went to his friend in the next class and told him about our conversation, and he was all chuffed that I had called him one of the students we want as a role model.
Friday, 9 June 2017
Year 10 Geology Assessment
I have been reevaluating the assessment for the Year 10 Geology Unit. Although the assessment task itself is a good one, it needed more scaffolding to help the students to understand what is required.
I have spent some time putting together scaffolding resources to support students in this process.
I decided to give the students an exemplar of what was required to get to excellence standard, and along the way I also made a resource showing how I thought through the requirements, and another on how I recorded my information prior to putting my final document together.
When introducing the assessment task I showed the students all of these things, and talked through them with the students, before giving them access to them on Google Classroom.
The exemplar was also highlighted to identify which parts satisfied Level 4, and which Level 5. The student were informed that the expectation is that at Year 10, they need to be working at Level 5 or "Merit", but many students are aiming for the Level 6 assessment grade.
This is a continuation of the revised assessment task I created in 2016 in response to the absence of a reliable assessment task.
I have spent some time putting together scaffolding resources to support students in this process.
I decided to give the students an exemplar of what was required to get to excellence standard, and along the way I also made a resource showing how I thought through the requirements, and another on how I recorded my information prior to putting my final document together.
When introducing the assessment task I showed the students all of these things, and talked through them with the students, before giving them access to them on Google Classroom.
The exemplar was also highlighted to identify which parts satisfied Level 4, and which Level 5. The student were informed that the expectation is that at Year 10, they need to be working at Level 5 or "Merit", but many students are aiming for the Level 6 assessment grade.
This is a continuation of the revised assessment task I created in 2016 in response to the absence of a reliable assessment task.
Friday, 5 May 2017
Revising assessment tasks
I was responsible for the research task component of the new Year 9 curriculum in the first term. Now that I am marking the task I am adapting it. As it was the first time that we have used it we have discovered some changes that need to be made to be streamlined.
The students have not been very good at picking out the important parts to achieve at a higher level. On reflection I plan to make it clearer in the instructions what they need to do and when it needs to be done.
The post-assessment evaluation and reflection tool does not lend itself to Google Forms in the current format. In the future I will make two documents. One that is all instructions, including a time break-down, and one that they will use as a log and complete. In addition I would put a mostly blank document onto the Google Classroom assignment in order that all the files are in the same place.
The students have not been very good at picking out the important parts to achieve at a higher level. On reflection I plan to make it clearer in the instructions what they need to do and when it needs to be done.
The post-assessment evaluation and reflection tool does not lend itself to Google Forms in the current format. In the future I will make two documents. One that is all instructions, including a time break-down, and one that they will use as a log and complete. In addition I would put a mostly blank document onto the Google Classroom assignment in order that all the files are in the same place.
Thursday, 13 April 2017
Kapa Haka Seamstress
Whaia Awa asked for anyone who could help with the Kapa Haka performance costumes, I like to sew so I volunteered, as did Hazel. We decided to split the effort by task, so I put together the outfit for Whaiora, the lead female, and Hazel extended the pre-existing junior.
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