8.+Assessment

ASSESSMENT IDEAS / OUTCOMES: - - learning journal with weekly or more entries required (have just made rubric and sent to you guys - 1pm on Thurs) (can be combination of pictures and text, can emphasise particular text types in certain weeks) - - spelling / vocab (towards English mark also) - - Major group project – choose one of hierarchy, lifestyle, work, food, customs and traditions, religion, activities, the Nile, etc or other societal focus eg dress, cooking – develop and produce as appropriate for a major project.
 * Individual:**
 * Small Group:**

*** I had somewhere else in my notes the following:**


 * ASSESSMENT: **
 * - Pretest **
 * - Formative / continuous **
 * - Final assessment - open project - need to design rubric **


 * So I'm thinking this answers our questions about how many assessments. Do we create a rubric to 'mark' the KWL chart or is this just to direct our teaching? The formative is obviously the learning journal and the final is the small group. Let me know what you think... **


 * BLOOMS/GARDNERS MATRIX**


 * Some compulsory – write in a different coloured font; some optional – identify those tasks and how many need to be done (negotiation)**
 * Making conclusions and going further/taking action – do one from evaluating and one for creating**


 * Seven ways to be smart Knowing/Remembering Understanding Applying Analysing Evaluting Creating**


 * Visual**


 * Mathematics**


 * Visual/Spatial**


 * Kinaesthetic**


 * Musical**


 * Interpersonal**


 * Intrapersonal**


 * Heya, here's another copy of what I've put in the 2 page proforma thingy.**


 * Assessment For Learning ||
 * 1. Topic Wheel
 * Students will complete individual topic wheels to reflect on their understanding of Egypt, its monarchy system of government and how it relates to Australia as well as any questions and areas of interest. This will be guided through a discussion with the teacher beforehand to elicit some background knowledge for students to work off and a short videoclip to provide some direction and content for students to work off. **

Venn-diagram/Map Voluntary choice of activities from the Blooms/Gardner matrix Compulsory activities from the Blooms/Gardner matrix Live like an Egyptian day/Learning Journey ** Students participate in three activities for the day which culminates in the afternoon where students act out their script of Jackie French’s ‘Pharaoh’ for the rest of the class and parents and then present the rest of their work and discuss their learning with their parents and peers using the compulsory activities as a guide to their discussion. ||
 * Using what they already know students will create a group venn-diagram to begin to compare the differences between Australia, Ancient Egypt and modern Egypt. This will be built upon as students acquire more knowledge and correct any misunderstandings. Students will also add locations and events of interest to a large class map. ** ||
 * Assessment Of Learning ||
 * 1. Learning Journal entries
 * Throughout the unit students will be asked to reflect on and discuss questions presented in class through a journal format where the teacher replies to the students understanding and maintains an open dialogue to help direct their understanding, their self-initiated research and to identify and correct any confusion about content that had been covered in class. **
 * A large amount of the tasks on the Blooms/Gardner’s matrix are optional tasks for students to guide further learning for students who are particularly interested or who need extension. During certain weeks of this unit students will be given time in class to pursue areas of interest and to present their understanding in areas of strength. This will allow them to best demonstrate their knowledge and foster an interest in research and learning. The teacher can also direct individual students to select tasks from the chart that best support their individual learning needs. **
 * Throughout the unit students will be asked to complete a number of items from the Blooms/Gardner’s matrix in class, these are non-optional and are selected to cater for a variety of students learning styles and abilities. Throughout the unit the tasks will progress from the lower order thinking skills to the higher order where they will demonstrate their understanding through creating and analysing materials. Students will be given class time for these activities but they will also be expected to continue these in their own time if they are not sufficiently completed in class. **