Assessing authentically in the Graduate Diploma of Education

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1 Assessing uthenticlly in the Grdute Diplom of Eduction Dr Mree DinnThompson Dr Ruth Hickey Dr Michelle Lsen WIL Seminr JCU Nov Key ides plnning process tht embeds uthentic ssessment, workintegrted lerning, professionl stndrds nd e-ssessment in Yers 1-9 Grdute Diplom of Eduction course. multi-purpose s the eportfolio prepres students for employment interviews + ssessment for on cmpus studies + prcticum reports innovtive s utilises JCU CreerHub e-portfolio to cpture the evidence for ssessment cross 10 professionl stndrds in core professionl prctice subjects + core curriculum subjects + prcticum. 1

2 Context SP1 Grdute Diplom of Eduction (Yers 1 9) SP1 SP2 SP2 Context Cnonicl knowledge (Billett, 2009) The Future of Schooling in Austrli Report (2007) Msters Report (2009) Queenslnd College of Techers professionl stndrds (2006) Relevnt literture: Authentic ssessment nd lerning Stndrds WIL (work-integrted lerning) e-assessment nd e-portfolio 2

3 QCT Professionl Stndrds (2006) Plnning Process Step 1 Assessment Types Subject ED5218 Professionl Prctices 1 Genre Lesson Pln nd Criticl Reflection Exmintion e-portfolio Context Study group s criticl feedbck to revise lesson pln In clss invigilted, short nswers CreerHub e-portfolio 3

4 Plnning Process Step 2 Professionl Stndrds QCT Stndrd One ED5875 ED5218 ED5231 ED5232 Identify nd use teching, lerning nd ssessment strtegies nd resources in which ICT is embedded Know how to gther informtion from rnge of sources to evlute lerning ctivities nd how to use this informtion to improve teching, lerning nd ssessment strtegies nd resources The content, processes nd skills of the res they tech nd links cross content res The socilly, culturlly, historiclly constructed nture of knowledge Wys of identifying lerning gols Lesson nd course plnning Relevnt curriculum frmeworks nd n wreness of school, uthority nd employer policies nd procedures Plnning Process Step 3 Grdute Qulities Grdute Attribute Litercy nd numercy ED5875 ED5218 ED5231 ED5232 The bility to red complex nd demnding texts ccurtely, criticlly nd insightfully The bility to spek nd write clerly, coherently nd cretively The bility to generte, clculte, interpret nd communicte numericl informtion in wys pproprite to given discipline or discourse 4

5 Plnning Process Step 4 3-fold for QCT professionl stndrds Subject Stndrd 5 Assess nd report constructively on student lerning Stndrd 6 Support personl development nd prticiption in society Stndrd 7 Crete nd mintin sfe nd supportive lerning environments ED5488 ED5218 ED5219 ED5875 ED5231 ED5232 ED5233 ED5234 Plnning Process Step 5 Authentic nd relevnt ssessment e-portfolio (Helen s extrct) Stndrd 7: Creting sfe nd supportive environment Definition Description Anlysis Trnsformtion My beliefs hve been ltered in regrd to wht it tkes to form positive reltionships, nd how difficult it is to get disengged students to tke prt in lerning. I observed tht the culture of lerning mongst group of students is contgious, be it good or bd. For exmple, once one student is encourged to hve go nd feels sfe nd succeeds in the ttempt, others re then more inclined to prticipte s well. But on the other hnd, if the tmosphere is one of totl disinterest nd misbehviour, this too is highly contgious. I mde ttempts to engge students through nonthretening encourgement to do so; e.g., I let them know tht their opinion ws importnt, tht it didn t mtter if it ws right or wrong, nd by modelling the required prticiption first for them (see Evidence Document 12 - Prcticum Report). 5

6 Step 5 Assessment rubrics ligning QCT stndrds Grde descriptor High Distinction Credit Stndrd 7 Crete supportive lerning environments (Preventtive mngement pln, lesson pln, communiction skills feedbck) (10 mrks) Demonstrtes outstnding enggement with the principles nd explicit strtegies of effective clssroom behviour, including personl communiction skills, techniques for plnning, using pproprite sources of dvice on student lerning nd well being, school nd employer policies relted to behviour mngement Demonstrtes good enggement with the principles nd explicit strtegies of effective clssroom behviour, including personl communiction skills, techniques for plnning, sources of dvice on student lerning nd well being, school nd employer policies relted to behviour mngement. Fil Demonstrtes limited enggement with the principles nd explicit strtegies of effective clssroom behviour, including personl communiction skills, or techniques for plnning, or limited understnding of sources of dvice on student lerning nd well being, or poor knowledge of school nd employer policies relted to behviour mngement. Step 5 Subject Outline Dte Lecture/ Workshop/ Tutoril Focus QCT Professionl Stndrd Redings/preprtion (links on LernJCU) Reltionship to ssessment Week 5 Fridy Mrch 27 Clssroom Mngement nd effective communiction Policies nd school prctices for mngement Conflict resolution Stndrd 7 Knowledge of School employing uthority policies nd relevnt legisltion relting to behviour mngement nd the provision of sfe nd supportive lerning environments. Estblish cler expecttions for student lerning nd behviour nd provide explicit feedbck on pproprite behviour. Communiction, time mngement, conflict resolution nd negotition strtegies. DeJong, T. (2005). Mnging Behviour. Eduction Queenslnd (2006). Core Lerning Essentil Skills for Clssroom mngement. MACER (2005) Smrt Schools, Smrt Behviour. Advice to the Minister on behviour mngement in Queenslnd schools Tsk 2 Exm. Your exm will include questions on clssroom mngement. Tsk 3 eportfolio. You will design personl preventtive mngement pln, use it in clss, nd use it s evidence for sttement in your eportfolio. Prof. Exp. During prc you will develop nd use your communiction udit nd preventtive mngement pln, which we develop during clss time. 6

7 Stkeholder Feedbck CPEAC members conveyed limited fmilirity with the Grdute Techers Professionl Stndrds (QCT, 2009) perceived tht WIL = incresed cpcity for preservice techers to criticlly reflect upon prctice, nd tht given its focus on prctice nd how it evolves over time, the e-portfolio positions Grdute Diplom students t the col fce. = ccentutes the very purpose of WIL. Stkeholder Feedbck CPEAC members lso perceived the e-portfolio to hve n uthentic ppliction in employer interviews One stted tht the interview process would be enhnced by those sort of substntil converstions round the rtefcts nd the processes bringing to the fore the reflective process tht we don t normlly get to see in n interview sitution. 7

8 Stkeholder Feedbck The relevnce of the e-portfolio is lso evidenced in the following observtion from Grdute Diplom student: I could reflect on the prc nd see how mny of the things tht were hppening every dy in the clssroom, in the environment of the school, working collectively with collegues were ctully linked. Students preferentilly select nd vlue prcticum experiences for collection of evidence in the e-portfolio rther thn those from university bsed lerning ctivities or ssessment. Nevertheless, explicit links to redings nd texts re mndted, to ensure on-cmpus lerning is embedded into the e-portfolio s reflection processes. Preliminry conclusions Elements of uthentic lerning nd ssessment, WIL, professionl stndrds nd e-assessment vi the selection of the e-portfolio, hve mutul roles in creting qulity lerning nd ssessment experiences for Grdute Diplom students. Preliminry dt hs suggested WIL strengthens students bilities to retin, reconstruct, engge nd build on lernt concepts nd content (Biggs, 2002, Crisp, 2008). However, it hs lso highlighted the need for clrity nd trnsprency of purpose, nd n explicitness of bringing together lerning, ssessment nd continued development portfolios over the Grdute Diplom course 8

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