ED1231 Lecture Notes - Lecture 4: Extranet, Summative Assessment, Goal Setting
Humanities
Lecture Four – Week Four – Assessment in Humanities – IN THE EXAM
Assessment – Cooney, Badger and Wilson, 1993
- It is imperative that assessment be seen as an integral part of instruction. It provides a window to student’s
thinking and a compass for instruction.
- Equally important, what gets assessed and how it gets assessed – sends clear signals to students about what
teachers think is important.’
Assessment in Humanities
- EXAM QUESTION
o Why is it such a difficult area to assess - What are the challenges in assessing in HASS
▪ Because of the scope and strands – makes it difficult to assess
▪ Assessment for learning – Formative assessment
• Why is it such a great type of assessment to use in HASS
- In the field of humanities there are particular challenges which require considerable expertise on the part of
the teachers.
- There is often no single ‘right’ answer
- A further challenge is that many key ideas in HASS cannot be expressed in numbers or concrete models
- In Humanities assessment must be authentic. Pencil and paper test alone will not achieve this
- Assessment in HASS must engage students with the application of their learning to the world around them
- Make it a celebration of what they are learning
o Turn it into a positive
First steps
- Great assessment strategies
- Download this for assessment 2
o Book: ‘Assessment and linking’
- Assessment tools
o Reflective journals
▪ This is what I found tricky
▪ This is what I found easy
Aims
- What is the purpose of the assessment?
- What do we assess?
- Who do we assess for?
Purpose of assessment – Why do we bother?
- Feedback – to all of the stakeholders, but in particular to the students
- Diagnosis of learning/monitoring progress
o Diagnose the needs of the students
o Collect data and information about what are these children
▪ South Australian Spelling Test – 20 mins
• Standardised tests
• Give you a bigger picture
▪ Sociogram – 10 minutes
• Important in giving so much information
• Work out the groups, leaders, who has no one to play with etc
o Who would you like to sit next to in class
o Who would you like to play with outside
▪ Running records
• Collecting the information about the students
• Diagnose what is going on
- Grading students
o Big issue for teachers
o Grade A to E
- Predicting future achievements
find more resources at oneclass.com
find more resources at oneclass.com
- Motivating students
o Motivated in success
o Giving good feedback can be very motivating for students
o Increase student achievement
- Diagnosis of teaching
- Informing parents
Who do we assess for?
- Students
- Teachers
o Important to share recordings and assessments
o Must be able to back up what you are saying
- Parents
- Principal
Questions to ask yourself before assessing
- How do you use assessment as the starting point of your lesson planning?
- Do your assessments have a clear purpose?
- Do you design assessment tasks in a way that meets the dual purposes of formative and summative assessment?
- How do you use your observations of students (during the course of classroom activities, in assignments and in
tests) to determine how learning can be improved?
- How do you identify students' misconceptions or gaps in their learning?
- How do you identify the next skill or understanding a student, or group of students, needs to learn?
- What information do you collect to evaluate your own teaching?
- How do you work with colleagues to evaluate student achievement data and how does this work inform your
teaching?
- What range of evidence do you draw on when you report student performance and evaluate your teaching?
SCSA (2016)
Assessing through SCSA
- Principles of assessment
o Assessment should be an integral part of Teaching and Learning
o Assessment should be educative
o Assessment should be fair
o Assessments should be designed to meet their specific purposes
o Assessment should lead to informative reporting
o Assessment should lead to school-wide evaluation processes
- Achievement standards
o States what the students will achieve at the end of the year. This is what teachers use to report to
parents
o In HASS they are presented within the achievement standard in the following order;
▪ Skills
▪ Civics and Citizenship
▪ Economics and Business
▪ Geography
▪ History
- Judging standards
o http://k10outline.scsa.wa.edu.au/home/assessment/judgingstandards/judging-standards-choose-a-
year/year-2
o http://k10outline.scsa.wa.edu.au/home/assessment/assessment-activities/year5
- Extranet
o Log on with student email
▪ Australia wide monitoring as to how we give out grades
o http://k10outline.scsa.wa.edu.au/home/assessment/judgingstandards
- Grade vs. comments
o http://www.youtube.com/watch?v=I9BQx9X-Lmo
Assessment for learning – Formative Assessment
- Use formative assessment more than any other type
o Collaboration, problem solving, group work etc
- The assessment reform group’ (2002) in assessment for learning outline 10 principles that can help teachers
plan assessment procedures that direct learning and yet be responsive to difference.
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Lecture four week four assessment in humanities in the exam. It is imperative that assessment be seen as an integral part of instruction. It provides a window to student"s thinking and a compass for instruction. Equally important, what gets assessed and how it gets assessed sends clear signals to students about what teachers think is important. ". In the field of humanities there are particular challenges which require considerable expertise on the part of the teachers. A further challenge is that many key ideas in hass cannot be expressed in numbers or concrete models. Assessment in hass must engage students with the application of their learning to the world around them. Make it a celebration of what they are learning. Pencil and paper test alone will not achieve this: turn it into a positive. Download this for assessment 2: book: assessment and linking". Feedback to all of the stakeholders, but in particular to the students.
