CURRICULUM AND ASSESSMENT POLICY STATEMENTS

CURRICULUM AND ASSESSMENT POLICY STATEMENTS SENIOR PHASE GRADES 7-9

TECHNOLOGY

4 ASSESSMENT REVIEW 4.1 INTRODUCTION Assessment is a continuous planned process of identifying, gathering and interpreting information about the performance of learners, using various forms of assessment. It involves four steps: generation and collection of evidence of achievement; evaluation of this evidence; recording of the findings and use of this information to understand and thereby assist the learner's development to improve the process of learning and teaching.

In a subject with a significant practical nature, like Technology, it is important to develop and assess the skills and values together with the associated subject knowledge. The essence of the subject Technology is for learners to identify technological problems/ challenges/ opportunities and demonstrate skills and knowledge to design and develop solutions (Investigate/ Design, Make, Evaluate, Communicate) while taking values and attitude into account.

4.2 ADDRESSING BARRIERS TO LEARNING ? Although there are many barriers to learning, teachers need to identify and build on learners'

strengths to affirm their uniqueness. All learners need to experience success and learners will succeed differently.

? The following alternative strategies amongst others might be applied: more time, enlarged text, use of information communication technology, amanuensis or scribes in cases of learners with special educational needs.

? The use of alternative and adaptive assessment relates to the change in the form of assessment used to accommodate all learners. It is important to vary the assessment strategy appropriately.

? Personal involvement of learners on tasks often improves their attention span, patience, persistence and commitment.

? Group work / teamwork encourage learners to participate and collaborate and prevent them from feeling marginalised in class.

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? Adapt the designing and making process to accommodate learners with barriers to give them a sense of achievement and to improve their self-esteem.

4.2.1 STRATEGIES TO ADDRESS BARRIERS TO LEARNING The following strategies, depending on the barriers of learners, could be applied when supporting learning and teaching:

? Use the support of others to help pupils take part safely in practical work, for example the assistance of adults or other learners to help with holding or manipulating tools or carrying out activities according to instructions. It is important that the learners retain control of the making process and be the decision makers.

? Learners can describe their design ideas for others to record or to translate into a drawing, while still retaining control of the design idea and the modifications.

? Work on shorter, more focused tasks, rather than longer, open tasks. This approach could provide learners with incremental elements of success and regular motivation and reward.

? Use ICT applications, such as specialised software, to help with sequencing and following instructions during practical work.

? Use modelling, role-play, tape recorders, video and photographs to communicate, develop and record their ideas.

? Communicate using a range of methods avoiding over-reliance on the written word.

4.3 INFORMAL ASSESSMENT AND FORMAL ASSESSMENT 4.3.1 INFORMAL ASSESSMENT Informal assessment is a daily monitoring of learners' progress in developing a knowledge base together with the related skills and attitudes needed in practical subjects.

Assessment for learning has the purpose of continuously collecting information on a learner's achievement that can be used to improve learning and teaching. When incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning whilst in progress. The process serves as practice for the learners and a check for understanding during the learning process. The formative assessment process guides teachers in making decisions about future instruction.

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A) CASE STUDY A case study will involve a detailed description of a specific situation or phenomenon. The description can either be real or hypothetical and can be taken from a book, newspaper, magazine, video or the radio. Case studies will assess whether a learner can apply knowledge, skills and values to an unfamiliar context. The focus will be determined by the content covered according to the annual teaching plan. The teacher will provide learners with resources and information required to deliver the task. All assessment criteria applicable to the task must be discussed with the learners prior to the commencement of the task.

B) ENABLING TASK Activities used to teach and then practice specific skills in preparation for more advanced task ? sometimes also called resource tasks.

Please note: ? The above may also be used as assessment strategies to introduce formal assessment ? Evidence of informal tasks should be found in the learner's exercise book/subject file.

C) ADDITIONAL FORMATIVE ASSESSMENT STRATEGIES

? Observation, Questioning, Discussion, Learning/Response Logs, Graphic Organizers, Peer/Self Assessment, Practice Presentation, Visual Representation, Kinesthetic Assessment, Interactive Whiteboard Exercises, Constructive Quizzes, Tests, Practical demonstration, work sheets, Informal Practical Assessment Task, etc.

Informal assessment may be as simple as stopping during the lesson to observe learners or to discuss with learners how learning is progressing or intervening to demonstrate the correct and safe handling of a tool. It should be used to provide feedback to the learners and to inform planning for teaching but need not be recorded. It should not be seen as separate from learning activities taking place in the classroom. In Technology the "enabling" activities that precede a practical assessment task are intended to develop the knowledge, skills and values to the point where the learners are ready to be assessed formally (this is analogous to the "learner" stage preceding the driver's licence test).

Assessment for learning must be developmental. Learners or teachers can mark these enabling tasks. Self-assessment and peer assessment actively involve learners in assessment. This is important as it allows learners to learn from and reflect on their own performance. The results of daily assessment tasks are not taken into account for promotion and certification or reporting purposes.

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4.3.2 FORMAL ASSESSMENT (Summative Assessment / Assessment of Learning)

All assessment tasks that make up a formal programme of assessment for the year are regarded as Formal Assessment. Formal assessment tasks are marked and formally recorded by the teacher for promotion, progression and certification or reporting purposes. All formal assessment tasks are subject to moderation for the purpose of quality assurance and to ensure that appropriate standards required for the grade are maintained.

Formal assessment provides teachers with a systematic way of evaluating how well learners are progressing in a grade and in a particular subject and gives insight into the success of the teaching strategy and methodology. The prescribed formal assessment tasks in Technology are Examinations and Practical Assessment Tasks and they are distributed as follows:

Term 1 Term 2 Term 3 Term 4

Assignment (PAT 1) Mid-year Examination Project (PAT 2) End-of-year Examination

Please Note: Formal Assessment tasks must be conducted in the presence of the teacher. Any formal task done at home will constitute an assessment irregularity.

4.3.2.1 FORMS OF ASSESSMENT USED IN TECHNOLOGY

A) AN ASSIGNMENT: PRACTICAL ASSESSMENT TASK (PAT 1) An assignment allows for a more holistic assessment of knowledge, skills and values and their application in different contexts. The assignment is less open-ended than the project in that it does not require of learners to collect, analyse and/or evaluate data and information that will result in the synthesising of the findings. It however, will be a problem-solving and/or decision-making and application of knowledge exercise with clear guidelines regarding a specified length. The focus will be determined by the content covered according to the annual teaching plan. The teacher will provide learners with resources and information required to deliver the task. All assessment criteria applicable to the task must be discussed with the learners prior to the commencement of the task.

In Technology an assignment is a Practical Assessment Task that is the formal assessment incorporating skills, knowledge and values. It covers the following design process skills: Communicate, Design and Make.

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B) A PROJECT: PRACTICAL ASSESSMENT TASK (PAT 2) A project is a task in which knowledge, skills and values which lead towards competence in the specific or integrated content, are demonstrated. The task involves collecting, analysing and/or evaluating data and information that will result in the synthesising of the findings into a final product that may be reported, modelled or performed by the learners. Learners will collect data/ resources/information outside of contact time to perform the task. The completion of the project will be facilitated by the teacher in class time to ensure the authenticity of the product. The topic and nature of the project will be determined by the content covered according to the annual teaching plan. Learners should be given enough time to complete the project. They need adequate guidance at the outset of the project and progress should be monitored throughout. All assessment criteria applicable to the project must be discussed with the learners prior to the commencement of the project.

In Technology a project is a Practical Assessment Task which makes up the main formal assessment of a learner's skills and knowledge application during the allocated term. It covers the following design process skills: Investigate, Design, Make, Evaluate and Communicate. A PAT is intended to formalise the practical component of Technology contextualised within a knowledge focus area: ? The Practical Assessment Task is designed to give learners the opportunity to develop and

demonstrate their ability (i.e. capability) as they progress through the design process (Investigate, Design, Make, Evaluate, Communicate) ? A PAT focuses primarily on one of the knowledge areas of Technology (viz. structures, mechanical systems and control, electrical/electronic systems and control and processing), but may be integrated and may target more than one knowledge focus.

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