Skip to main content

Home/ ICTs and Pedagogy/ Group items tagged Assessment

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
jadephilp

The Australian Curriculum v4.2 Information and Communication Technology (ICT) capabilit... - 3 views

www.australiancurriculum.edu.au/...Continuum

shared by jadephilp on 12 Mar 13 - No Cached
    • Kirstie Willadsen
      Kirstie Willadsen on 12 Mar 13
       
      This bubbl.us concept map in an example of what the teacher can use to create resources for students as well as a way students can demonstrate creatively their ideas and understanding of ICT.  This links directly to what foundation year students should be able to achieve by the end of the year found under the creating with ICT heading.  
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • ...15 more annotations...
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples Examples: using tables, photos and sketches in planning documents English (ACELY1682) Science (ACSIS054) History (ACHHK078) Generate solutions to challenges and learning area tasks create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes Show examples Examples: editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies Mathematics (ACMMG091) English (ACELY1685) History (ACHHS071) Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Show examples Examples: using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas Mathematics (ACMNA123) English (ACELY1704) Science (ACSIS086) Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples Examples: manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes Mathematics (ACMSP119) English (ACELT1798) Science (ACSIS090) History (ACHHS106) Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Show examples Examples: sharing documents including text, graphics and numbers Mathematics (ACMNA189) English (ACELY1720) Science (ACSIS144) Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples Examples: creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials Mathematics (ACMNA187) English (ACELY1728) Science (ACSIS129) History (ACHHS214) Level 6 Typically by the end of Year 10, students: Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples Examples: using software to create hyperlinks, tables and charts; using design and project planning software English (ACELY1751) Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples Examples: modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects Mathematics (ACMNA229) English (ACELT1773) Science (ACSIS203) History (ACHHS193)
  • or data representation/transformation for particular purposes
  • use ICT to generate ideas and plan solutions
  • Generate ideas, plans and processes
  • Define and plan information searches
  • Examples: explaining why a source of digital information was used or trusted in preference to another Mathematics (ACMNA057) English (ACELA1793) History (ACHHS068) Level 4 Typically by the end of Year 6, students: Define and plan information searches use a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information Show examples Examples: using tables, charts and graphic organisers such as concept maps Mathematics (ACMSP119) English (ACELY1704) History (ACHHS120) Science (ACSIS086) Locate, generate and access data and information locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways Show examples Examples: searching and locating files within school directory; searching across web or within site; organising in folders, tables or databases, using simulations to generate and organise information on real world problems Mathematics (ACMSP145) English (ACELY1712) Science (ACSIS104) History (ACHHS101) Select and evaluate data and information assess the suitability of data or information using a range of appropriate given criteria Show examples Examples: selecting the most useful/reliable/relevant digital resource from a set of three or four alternatives Mathematics (ACMNA128) English (ACELY1704) Science (ACSIS087) Level 5 Typically by the end of Year 8, students: Define and plan information searches use a range of ICT to analyse information in terms of implicit patterns and structures as a basis to plan an information search or generation Show examples Examples: using graphic organisers to plan a search with links to sources Mathematics (ACMNA174) English (ACELY1723) Science (ACSIS125) History (ACHHS208) Locate, generate and access data and information locate, retrieve or generate information using search facilities and organise information in meaningful ways Show examples Examples: searching within document – find/search/buttons/tabs; using search strings; accessing primary data through online or local equipment; using simulation tools to test hypotheses to problems Mathematics (ACMSP284) English (ACELY1723) Science (ACSIS129) History (ACHHS208) Select and evaluate data and information assess the suitability of data or information using appropriate own criteria Show examples Examples: applying criteria developed for an enquiry or project; considering the adequacy of source of information English (ACELY1734) Science (ACSIS125) History (ACDSEH030) Level 6 Typically by the end of Year 10, students: Define and plan information searches select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation Show examples Examples: using wikis or other shared documents; searching databases Science (ACSIS165) History (ACHHS168) Locate, generate and access data and information use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings Show examples Examples: using logical statements such as true/false; searching within fields or for data type; using data logger equipment, digital microscope; using digital models to test and adjust hypotheses to problems Mathematics (ACMSP227) Science (ACSIS199) History (ACHHS186) Select and evaluate data and information <DIV class=elmark
  • use ICT to plan an information search or generation of information, recognising some pattern within the information,
  • locate, retrieve or generate information from a range of digital sources
  • Examples: editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies Mathematics (ACMMG091) English (ACELY1685) History (ACHHS071) Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Show examples Examples: using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas Mathematics (ACMNA123) English (ACELY1704) Science (ACSIS086) Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples Examples: manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes Mathematics (ACMSP119) English (ACELT1798) Science (ACSIS090) History (ACHHS106) Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Show examples Examples: sharing documents including text, graphics and numbers Mathematics (ACMNA189) English (ACELY1720) Science (ACSIS144) Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples Examples: creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials Mathematics (ACMNA187) English (ACELY1728) Science (ACSIS129) History (ACHHS214) Level 6 Typically by the end of Year 10, students: Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples Examples: using software to create hyperlinks, tables and charts; using design and project planning software English (ACELY1751) Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples Examples: modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects Mathematics (ACMNA229) English (ACELT1773) Science (ACSIS203) History (ACHHS193)
  • create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes
  • use ICT to generate ideas and plan solutions
  • use appropriate ICT tools safely to share and exchange information with appropriate known audiences
  • understand that computer mediated communications are directed to an audience for a purpose
K Lobegeiger

Assessing student learning with the ACARA and QSA Documents | ictinearlyprimaryeducation - 1 views

misskmlobegeiger.edublogs.org/...th-the-acara-and-qsa-documents

shared by K Lobegeiger on 22 Mar 13 - No Cached
  • K Lobegeiger on 22 Mar 13
     
    The first step is to recognise and reflect on what the students need to learn over the entire year. To do this teacher's must refer to two very important documents the curriculum that is relevant to their context and the QSA document.
hellom4

App for iPad to Create, Collaborate, Share & Discover - 0 views

explaineverything.com/app

app resources EDC3100 EDS4407 education ICT

shared by hellom4 on 16 Aug 16 - No Cached
  • hellom4 on 16 Aug 16
     
    Suitable for presentation for learning, assessment, and also may be interaction/collaborative
hellom4

TechChef » Comics 4 the iClassroom: Episode 14 - 0 views

techchef4u.com/...cs-4-the-iclassroom-episode-14

resources EDC3100 EDS4407 education ICT app

shared by hellom4 on 16 Aug 16 - No Cached
  • hellom4 on 16 Aug 16
     
    List of apps - have options for assessment tool or presentation for learning.
hellom4

Reading out aloud with Audacity - A lesson that promotes self assessment - Australian C... - 0 views

www.australiancurriculumlessons.com.au/...-that-promotes-self-assessment

education ICT resources (ACELA1550) English

shared by hellom4 on 13 Aug 16 - No Cached
  • hellom4 on 13 Aug 16
     
    This could be adapted for many uses such as recording themselves reading historic texts and modern interpretations for my year 9s.
kmerder

Assessment 2 so far | The Weblog of Kylie Merder - 4 views

kmerder.wordpress.com/...assessment-2-so-far

draftUoW EDC3100 year2 english

shared by kmerder on 24 Aug 15 - No Cached
  • kmerder on 24 Aug 15
     
    Assignment 2 so far - English year 2
djplaner

How to Inspire a New Generation of Writers Through Blogging | KQED Education | KQED - 1 views

ww2.kqed.org/...on-of-writers-through-blogging

blogging ictexamples

shared by djplaner on 15 Sep 16 - No Cached
  • It’s every teacher’s dream. Students are no longer writing for a grade or for their teacher. Instead, they are writing for their peers and generating their own topics. Can this really be possible?
  • Blogging has enabled my writers to discover their unique voices and uncover a true love of writing. It has given them a creative outlet where they can express themselves, challenge their writing skills, and build their self-esteem
  • I’ve reached out to my Personal Learning Network (PLN) on social media, solicited readers using the Twitter hashtag #comments4kids, found educators through S2S Blog Connect, and signed up to form partnerships with other teachers via&nbsp;Quadblogging.net.
  • djplaner on 15 Sep 16
     
    Using blogging to get students writing for each other, not for assessment.
djplaner

Questioning | Teaching, Learning and Assessment Advice | Teaching Support | Victorian E... - 0 views

vels.vcaa.vic.edu.au/...question.html

questioning teaching learning assessment

shared by djplaner on 30 Apr 12 - No Cached
  • djplaner on 30 Apr 12
     
    Various examples of questioning - The 5 whys being this one
djplaner

Learning with 'e's: Education, schooling and the digital age - 0 views

steve-wheeler.blogspot.ca/...schooling-and-digital-age.html

digitalage transformation samr transform

shared by djplaner on 02 Apr 14 - No Cached
  • Schooling is where structures are imposed upon learners to make the process more manageable. Behaviour is synchronised, curricula are standardised, and criterion referenced assessment is imposed to quantify achievement.
  • Schooling is where structures are imposed upon learners to make the process more manageable. Behaviour is synchronised, curricula are standardised, and criterion referenced assessment is imposed to quantify achievement
  • djplaner on 02 Apr 14
     
    The view of one UK-based teacher educator about the nature of the digital age, the requirements of education in such an age, and the mismatch between those requirements and schooling. It points to some of the tension between the rise of standardised curricula (e.g. the Australian curriculum) where all learning is predefined and the characteristics of the digital age. In particular, suggests some challenges when working within the existing schooling system and attempting to use ICTs to transform student learning.
djplaner

More Fun With Google Forms | Assessment, Google - 0 views

www.thephysicaleducator.com/...fun_with_forms.html

hpe physed googleforms assessment week8 teacher

shared by djplaner on 15 Apr 14 - No Cached
  • djplaner on 15 Apr 14
     
    HPE teacher sharing various ways of using Google forms. Also mentions the #physed hash tag. Do a Twitter search and you'll find quite a community sharing information about HPE.
Lauren Regan

Miss K's Primary Blog | Resources and ideas from my classroom!! - 3 views

misskprimary.edublogs.org/

#teacher #primary #ICTideas

shared by Lauren Regan on 28 Mar 14 - Cached
  • Lauren Regan on 28 Mar 14
     
    A year 5/6 teacher and assessment coordinator from England. This weblog provides many valuable ideas and resources for ICT's within a primary school context.
Joe Wright

New: Bloom's Taxonomy Planning Kit for Teachers - 4 views

www.educatorstechnology.com/...taxonomy-planning-kit-for.html

bloom taxonomy resources

shared by Joe Wright on 30 Mar 14 - No Cached
  • Joe Wright on 30 Mar 14
     
    Bloom's is a great framework to help you create rich units and assessment tasks.
elleroch

http://acce.edu.au/sites/acce.edu.au/files/ACCE_Position_final.pdf - 3 views

acce.edu.au/...ACCE_Position_final.pdf

ICT

shared by elleroch on 21 Feb 13 - No Cached
  • elleroch on 16 Mar 15
     
    Interesting take on ICT role in the Australian curriculum stating it should be separately assessed. This is a good point but I still feel it integrates across all learning areas and needs to be up to the teacher how they use ICT. I agree though that a subject teaching the skills and workings of ICT is a good idea and there does seem a huge variation as to how much ICT is used in the classroom. This article may be a bit dated (2011)....
Carmen Gambe

My topics of interest - 4 views

Check out my blog page http://carmengambe.edublogs.org/ where I talk about the categories 'Interactive White Boards' and 'Using ICTs for assessment'. I have found some useful resources on the two...

IWB using ICTs for assessment EDC3100

started by Carmen Gambe on 03 May 13 no follow-up yet
watersigns74

Quia Web - A look inside... - 1 views

www.quia.com/quicktour.html

shared by watersigns74 on 20 Oct 14 - Cached
  • watersigns74 on 20 Oct 14
     
    used to create and assigns quizzes, tasks, assessments etc to students or classes online
elleroch

http://www.watertown.k12.ma.us/dept/ed_tech/research/pdf/ChrisDede.pdf - 7 views

www.watertown.k12.ma.us/...ChrisDede.pdf

ICT

shared by elleroch on 16 Mar 15 - No Cached
  • elleroch on 16 Mar 15
     
    This is from a modern theorist referenced in the Australian Curriculum. I have not finished the article yet but sharing as it has some great information for assignment 1
  • u1044051 on 17 Mar 15
     
    Thanks for sharing the resource. It clarifies key stakeholders' perspectives regarding ICT skills and the (in-)assessability of such through current testing options. Although Dede expresses cautious cynicism over the self serving nature behind each stakeholder contribution, it does indicate shared emphasis upon the importance of ICTs for the development of transferrable life skills which are reflected in the Australian Curriculum's General Capabilities. As with anything in the curriculum, interpretation of how these capabilities should be taught and assessed is subjective. Be it an impossible task or not, the key edict seems to be that educators are to provide integrated ICT/core content learning episodes that allow learners to develop universally current skills in personally authentic contexts but to also alert the learner to the transferable use of such skills for a global context.
alicefoddy

Pedagogical content knowledge and preparation of high school physics teachers - 0 views

www.phystec.org/...detail.cfm

PCKphysics_science

shared by alicefoddy on 25 Mar 15 - No Cached
    • alicefoddy
      alicefoddy on 25 Mar 15
       
      This PDF relates to the pedagogical content knowledge to teach science and specifically physics. I like how it also touches on the need for teachers to understand effective assessment methods (primarily in science reports and inquiries). This information for year 11 and 12 is found in the syllabus, however, for year 10 9 8 and 7 we need to look at the verbs in the content descriptors and see what we actually want students to do by the end and make a judgement based on that.
    • alicefoddy
      alicefoddy on 25 Mar 15
       
      This PDF relates to the pedagogical content knowledge to teach science and specifically physics. I like how it also touches on the need for teachers to understand effective assessment methods (primarily in science reports and inquiries). This information for year 11 and 12 is found in the syllabus, however, for year 10 9 8 and 7 we need to look at the verbs in the content descriptors and see what we actually want students to do by the end and make a judgement based on that. 
‹ Previous 21 - 40 of 91 Next › Last »
Showing 20▼ items per page