Learning, Assessment & Reporting System

Jim Sturgiss
Aligning practice for better outcomes.
Value what you teach, assess what you value. Improve the efficacy of your teaching practice by aligning learning, assessment and reporting through the Course Performa...
Target Audience
Secondary teachers
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Learning Areas

Teaching Standards

General Description

Value what you teach assess what you value.

Improve the efficacy of your teaching practice by aligning learning, assessment and reporting through the Course Performance Descriptors. This course focuses on the:
• differentiation of student learning outcomes
• development of a non-examination style assessment task with rubric
• programming of a developmentally informed teaching & learning unit of work.

Participant products are created collaboratively and shared via an online moodle forum.

Audience

Secondary teachers

Available Delivery Formats

Format Description

The course will be a blended delivery using a moodle where there are links to relevant documents and where participant can post and share products.


This course contributes to 5.0 professional development hours.

Occurrences

Start Date Location Availability Price    
26/05/2017 Sydney CBD Places available $339 + GST Enrol Now

Sessions

Differentiation of Learning Outcomes

20 minutes

The introductory session focusses on the question: How can student achievement of syllabus outcomes be described on a continuum from novice to expert?

Discussion and online forum to share ideas.

Taxonomies

30 minutes

Taxonomies can be used to describe a learning progression.
Bloom’s taxonomy is visited, SOLO taxonomy is described and the BOSTES Stage 5 Course Performance Descriptors are interrogated.

Discussion and online forum to share responses.

Relating assessment and reporting

10 minutes

Decide what is to be reported and design the assessment accordingly.
The Stage 5 Course Performance Descriptors can be used to efficiently align assessment and reporting.

Model assessment task

20 minutes

An oral presentation assessment is presented as a model that:
• contains a description, criteria and rubric
• has direct links to the syllabus
• has direct links to the Course performance descriptors
• is linked to a reporting framework

Designing an assessment task

1 hour and 40 minutes

Participants create a non-examination style assessment based on the model presented in the previous session.
Google docs will be used to create a collaborative document that hyperlink to resources and that can be shared.
The presenter responds to participant queries.
Final products are shared on the online forum.

Programming with the 5Es

20 minutes

The 5Es are an inquiry based pedagogy developed by Roger Bybee in the U.S in the 1980s. It is fundamentally based on the developmental constructivist ideas of Piaget and Vygotsky, but has direct antecedents in the work of Australians Peter Fensham, Roger Osbourne and Dick Gunstone, and in the UK the work of Rosalind Driver.

A striking aspect of the model is the integration of assessment in all its forms as a driver of learning.

ENGAGE – Create interest and stimulate curiosity. Set learning within a meaningful context. Raise questions for inquiry. Reveal students’ ideas and beliefs, compare students’ ideas. The Why! Assessment focus – For learning

EXPLORE Provide experience of the phenomenon or concept. Explore and inquire into students’ questions and test their ideas. Investigate and solve problems.

EXPLAIN Introduce conceptual tools that can be used to interpret the evidence and construct explanations of the phenomenon. Construct multi-modal explanations and justify claims in terms of the evidence gathered. Compare explanations generated by different students/groups. Consider current scientific explanations. Assessment focus – Of Learning

ELABORATE Use and apply concepts and explanations in new contexts to test their general applicability. Reconstruct and extend explanations and understanding using and integrating different modes, such as written language, diagrammatic and graphic modes, and mathematics.

EVALUATE Provide an opportunity for students to review and reflect on their own learning and new understanding and skills. Provide evidence for changes to students’ understanding, beliefs and skills. Assessment focus – As Learning

Designing a faculty program

1 hour and 40 minutes

Participants create a faculty program based on the model presented in the previous session.
Google docs will be used to create a collaborative document that hyperlink to resources and that can be shared.
The presenter responds to participant queries.
Final products are shared on the online forum.

What To Bring

Wifi enabled laptop

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About the team


Jim Sturgiss

Creator

Improving outcomes through aligned teaching practice synergies.

Jim is a recipient of the NSW Professional Teaching Council’s Distinguished Service Award for leadership in delivering targeted professional learning to teachers.

Jim has written and presented for TTA, UNSW, NSWTF CPL, STANSW and DoE for such diverse topics as literacy, ICT, constructivist programming, assessment task development and assessment reform.

The range of professional learning courses presented by Jim can be found on the TTA website.

Selected NSW Department of Education and Communities appointments
2015                            Analytics, Systems and Development Coordinator 
2012 – 2013                School Assessment Design and Development Acting Coordinator (ESSA)
2007 – 2010                Head Teacher Science, Newtown High School of Performing Arts
2004 – 2005                Senior Assessment Officer, Computer Skills Assessment (CSA6)
2004                            Test Development Officer, Secondary Numeracy Assessment Program (SNAP)
2000 – 2004                Head Teacher Science, Concord High School 
1998 – 2000                Senior Assessment Officer, English Language and Literacy Assessment (ELLA)

Teaching Qualifications
1993 – 1997                M.Ed. (Hons) University of New England (Thesis: Literacy & learning in Science) 
1979                            Dip. Ed. University of Wollongong
1976 – 1978                B.Sc. University of Wollongong (Majors in Chemistry and Bioenergetics)