In order to discuss this topic, it is essential to begin by explaining the value of student’s marks and standards referenced assessment. Teachers need to apply standards referenced assessment to ensure that marks are meaningful. If teachers do not apply standards referenced assessment, students are provided with marks that tell them if they went well in the assessment or not in general terms, it does not tell them how they are going within the course and if they are achieving the outcomes, what they will be assessed on in the HSC. Standards referenced assessment however, which includes teaching the students the content using a variety of strategies and assessing students using a range of assessments, gives meaning to marks. This meaning is developed by comparing student marks to predetermined standards of performance and assessing how well the students reached the outcomes.
The question to be raised here is what do marks mean if they are given to the student without reference to their achievement of the outcomes? What can students take away from their mark if they are not assessed on how well they are reaching the outcomes? This is why it is essential to give marks meaning by comparing them to predetermined standards of performance, so students become aware of what they know and can do in terms of the outcomes, and areas in which they need improvement. This is the also the value of constructive feedback.
Having discussed the importance of assessing students on their achievements and knowledge and understanding of the particular outcomes, it should be clear as to the importance of teaching students the skills and outcomes to be assessed. This is where the value of mapping skills and outcomes comes into play. When developing a program and designing an assessment schedule and assessment task it essential to begin by mapping out the outcomes of the course. This mapping of the outcomes ensures not only that each outcomes is taught over the course, which is mandatory, but also allows the teacher to ensure they are aware of which outcomes need to be taught and where in the course and whether it is to be modeled, demonstrated or practiced. For example, if the first assessment task is assessing particular outcomes, it needs to be ensured that these outcomes have been taught before the assessment task takes place so that students are able to be assessed on their knowledge and understanding of the particular outcomes.
In terms of the option: Genetics in the HSC Biology course, particular outcomes that may be taught in this topic may include H6, H9, H12, H14 and H16 among others. It is important to have mapped out these outcomes prior to planning the particular units teaching and learning strategies and assessment for the unit so that when teaching the unit, teachers can ensure they are focusing on teaching the students the particular outcomes that have been chosen to be covered in that unit of work. As well as this, when it comes to an assessment for the students of the particular unit, the teacher needs to ensure that they are assessing the particular outcomes chosen and mapped after ensuring in that they have taught them during the unit.
As stated above, it is essential to map the skills and outcomes before assessment tasks are planned and any teaching and learning takes place to ensure that the particular outcomes students are being assessed on at a particular point in the course have been taught. Once these outcomes gave been mapped, teachers can then go onto planning a range of assessments that measure different cognitive levels, to produce an accurate image of what they students know and can do in terms of the outcomes.
References:
NSW Board of Studies (2009). Biology Stage 6 Syllabus. Sydney: Board of Studies
Tognolini, J. (2000). A Standards referenced approach to Assessment for the New HSC. Retrieved 24th September, 2011 from: http://www.curriculumsupport.education.nsw.gov.au/secondary/hsie/assets/assessstage6/jtpaper2.pdf
Hi Simone
ReplyDeleteI agree with you that skills and outcomes must be mapped prior to any teaching/learning taking place and assessments being set. This ensures that there is balanced development of all essential knowledge, understanding and skills content across the modules and students are given an opportunity to practice skills at least once to address the syllabus outcomes.
The development of skills in the Biology Stage 6 syllabus can also be carefully planned and tracked through Skill Modules 8.1 and 9.1 to ensure the scope of the syllabus is addressed through the teaching/learning program and the appropriate skills content is selected for each module.
Using mapping grids, teachers can evaluate existing and plan new teaching-learning programs as they provide a clear overview of identifying where the learning experiences are occurring in each unit of work that specifically target the syllabus outcomes. This assists teachers in setting assessment tasks which assess the syllabus outcomes and not the individual modules as the outcomes are addressed across several modules.
Hey Simone,
ReplyDeleteSkills and outcome mapping are essential for teaching, especially HSC courses where additional planning is required. They are also needed to plan assessment schedules that work. If a teacher can put in the time to map skills, outcomes and assessments prior to commencing teaching then they can focus on modelling and teaching the students so they can preform well in assessments, as opposed to just rushing through the content.
I agree with all you have said :)
Hey Simone,
ReplyDeleteA great blog about skills mapping grid and assessments. I forgot to mention in my blog about the standard assessments so that there is a type of guideline as to which level the students are at when assessments are conducted. I also agree that it is important to follow a skills mapping grid to ensure that all outcomes are covered through out the course as not all skills and outcomes are covered in one module so it is a good way to keep a record in the grid. Not to mention that when writing assessment tasks and exams for a module you can clearly see which outcomes and skills you have used in your teaching so you can assess the students....
Nice work!
Danny