APPENDIX CS8

MARY

CASE STUDY 8

APPENDIX CS8.1

Camera = Cantwed Authentic Assessment

The main goal of assessment and reporting processes is to achieve maximum educational benefit for each child.

Runnina Records:

Self Assessments:

Portfolio of work:

Svndicate Meetinas:

Art: -

Music:

In depth lnterview: (ChildITeacher I :I)

(on camera) during writing time 9.30 - 9.50 M.W.F. I Tu. Th.

Group lnvestiaation:

In depth studv of five children every two weeks. Week 3 re~ortina I communicatina I to parents:

During reading 3x week 1, 2x week 2 Comprehension I Discuss reading habits.

- related to present I previous work.

-Samples (Tch I Children choice ) compare with - Anecdotal observations 1 previous - Computer items 1 in depth focus

1 - 3 times a year I Principal on class progress. - focus on children needing challenges or making slow progress ------- interventions.

- Recently completed art works. (Art Folio)

- Skills recently completed (Video) W (Wk 1) 9.10 am

Video of class item T (Wk 2) 10.00 am

- Maths - Problem solving situation comparisons I fair trials I process

- Topic - In depth questioning ------ transferring skills

- Self Evaluations -

;

- children in a problem solving co-operative situation related to Topic Study.

Video Taped.

Show Parents:

Video - lnterview I Group Investigation I PE I Music

Portfolio - Written samples; self evaluations; art work; running records; reading log:

Vision 1 1 Board of Trustees 1 - Repori to by Principal Review - Allocate resources

& i5 to improve 5tudent 3 learning l ~ c h o o l Self review 1 1 ~ a t i o n a l Educttion ~u ide l ines 1 and the quality of learning (13~1th sutton)

+ 1 Kohia Terrace Assessment Policy 1 \~urr iculum Review 1

Planning future learning activities Are we improving curriculum delivery? Will it enhance change, growth & development of the learner Curriculum Plan 4

I I 3 year plan (cycle) Quality indepth not auantitv

F

The Planning and Assessment GI Authentic Assessment .., whlch allows student's ~rowth

to b e seen and celebrated- A h

i c ~ e far % 1 Aggregation

6 year plan of School Curriculum Review 2 key curriculum areas per year (6 yr plan) The benefit is for the students Don't need to report in levels

m Data aggregated across a whole school Is mainly

4 ' - Whole school - Team - Class - Unit Plans

I * Achievement statements 1 -- Achievement Objectives 1 --- --@---a (in planning for assessment We only look at - be select~e) I

useful for comparison across time -school Achievement tracking procedures which do not lead to worthwhile educafional change should be abandoned

m Use sampling melhds (valid & reliable)

1 Acliievement statements1

411 a55c5srneni i5 a falfible & incomplete

?epre5efl tation of 5tudcnt

;haracteri5tict d thus should bc interpreted

cautiou5&

b I

I contexl is imporlanl I main goal of assessment is lo achieve

maximum educational benefils for each child

I assess what really maHers I provides continuous & ongoing

informalion on how sludenls are doing focused on what the learner can do & how far they have progressed & where lo next

rn context, focus & feedfonvard

r porlfollos discuss with children whats in it & progress & achievement annotated samples obse~ations informal peer assessment self assessment (moniforing & reflecting own learning) conferencing

summative Assessment Ouantative Assessment

based on achievement objective(s)

Learning

progress is (A e, Gender, cj tural , CWSNIA,

Achievement

Y R Level) Effectiveness of

In collecting data, be selective superior lo

and ask - is it educationally emphasis on

useful? comparisons which in turn is

Review of programme pro ress of delivery stuients with similar backgrounds or characteristics may contribute to uselul insights eg gender, cullural

Year level information (how they achieved learning outcomes)

Class reporling

superior to Snapshots mid year comparisons with

end of year other students JllJZJ3 TI12 Oral

Senseof arlnershi

Letween &t ~CIV parent T1 Initial questionnaire fo parents Parentd caregivers Shared involvement goal setting & monitoring leads to shared responsibility for

reporis T4 Written repori

Frogre55 of each student will be cotnprehen5ive& reviewed

Quality of inforn~atio~ take5 precedenci over quantity

Seminar on Achievement Tracking! Principals' Centre' University of Auckland, 8 March 1996

22 Theses About Learning and Assessment

Terry Crooksf Educational Assessment Research Unit' University of Otago

A Relating to Education in General

A1 Since schools exist to enhance student learning and developmentt all systems established or actions taken should be designed to contribute towards that goal.

A2 Every student is important - we should be aiming to achieve maximum educational benefit for each child' given the resources available.

A3 Deeper learning (understanding and skills) deserves more emphasis than surface learning (facts).

A4 Motivation is crucial: a student who really wants to learn something is much more likely to do so

than a student who lacks that motivation; a teacher or principal who is deeply committed to enhancing students'

educational development is much more likely to do so than a counterpart who lacks that motivation.

A5 Collaboration between learners is educationally desirable.

A6 More will be achieved through active involvement of parents than through largely ignoring them.

B Relating to Assessment

B l Assessment should be used mainly to foster improvementl not to grade.

B2 Formative and summative purposes of assessment sit uneasily together.

B3 What is assessed has powerful effects - we should assess what really matters.

B4 In feedback and reporting) emphasis on progress is superior to emphasis on comparisons with standards/ which in turn is superior to comparisons with other students.

B5 Students should not experience continual lack of challenge, or continual failure.

B6 Students should be encouraged to become more professional as learners' taking increasing responsibility for evaluating their own achievements and progress.

B7 Assessment activities which do little to foster improvement should be abandoned - they merely waste students' and teachers' time.

88 An assessment is a fallible and incomplete representation of student characteristics and achievement, and thus should be interpreted cautiously.

Relating to Assessment Systems

All information gathered requires justification on the basis of its educational usefulness.

Unnecessary duplication of effort should be avoided like the plague.

Quality of information should take precedence over quantity of information.

It is unwise to focus on information rather than on students.

Relating to Achievement Tracking

The progress of each student should be comprehensively reviewed at least once a year.

Reviews of the progress of clusters of students with similar backgrounds or characteristics may contrib~te to useful insights.

Data aggregated across a whole school is mainly useful for comparisons across time within that school.

Achievement tracking procedures which do not lead to worthwhi1e educational change should be abandoned.

Some related publications:

Principles to guide sssessment practice/ The New Zealand Principal, 8(3), November 1993, pp. 14-16

Plaming assessment and reportingt NZEI Rourot~~ 5(15)/ 4 November 1994/ pp. 3-4.

School self-reviews have much to offer/ NZEI Roz~rou/ 5(14)t 14 October 1994, pp. 3-4-

The impact of classroom evaluation practices on students) Review of Educational Researcht 58, 1988/ pp. 438-481.

Fundamental PrincioIes of Assessment

Dr Terry Crooks:

* Motivation - very important

* Inspire - children

* Give choices

* Collaboration - with other educators

* What is the one area I want to celebrate with parents at interviews?

We should assess what really matters. Look at progress (not comparisons) of children. Self-evaluations - children take responsibility for their learning.

Gather education- useful information Do not duplicate information (eg: pink cards)

* Qualitv not quantity (not every obIective. ie. as in some school tracking books.)

* Needs comprehensive review of each child at least once a year. ( 2 teachers involved)

* What are children doing for a school sub-group? eg. CWSN ICWSA

Let us look at how children are doing. English1 Music1 Education. To see if we can increase their programme. . . - 8 8

Be selective Analyse carefully Duplicate children's strengths.

(Promote them Take children's strenaths ---------------- {Motivate in these areas.

BIO TECHNOLOGY BREAD OR YOGHURT MAKING

ACHIEVEMENT OBJECTIVE

* Develop an understanding of technological principles & systems

(knowledge, process, output)

LEARNING EXPERIENCES

Students illustrate the stages of their bread making process in sequence. (Computer generated, slide show multi-media,illustrate with captions, orally)

ASSESSMENT

Diagnostic - Preview

Formative (What happens during the unit. You may want to note ant interesting observations.

Summative - * Self assessment OR * Peer assessment of how your group worked * Students ability to accurately describe what they have done or observed.

USEFUL RESOURCES

Friendship Cake 1988 Pt 3 No 1 Making Rewena Bread 1987 Pt 1 No 4 5 grams of flour 1987 Pt 2 No 2 Play Midnight bread 1989 Pt 1 No 3 Uncle Trev and his famous bread 1991 Pt 3 No 1

EXAMPLE OF REPORTING OF A PUPILS PROGRESS

***outlined orally and accurately drew the key stages in bread making as observed at the bakery1 or in class cooking. She was able to explain why each stage occurred when it did and what might happen if the order was disrupted.

APPENDIX CS8.6

School Aggregated of data 1996

Curriculum Area -Technology Yeast products: Bread and Yoghurt

Context : Home; Personal Main areas: Bio technology: Food

Achievement Objectives Strand A : Technological knowledge and understanding

Level 1 : Ask questions and offer ideas about bread and technologies use in the making of bread

2 a. Ask questions and share ideas about modifications to a bread recipe. b. Ask questions and share ideas about inputs and outputs.

Level 2 : 1 .Explore and discuss the use of technologies in making bread. 2 a. Identify and discuss ideas about modifications and adaptations to a recipe. b. Identify and depict ideas about the components used in the making the bread in relation to sequence.

Level 3 : 1. Investiqate and describe the use and operation of technologies in bread making and yoghurt production.

2 b. Explore and describe how components are linked in a technological system. - 4. Identify and compare ways particular technologies are communicated and promoted to specific groups, e. g. information on packaging.

Strand B : Technological Capability Level 1 6 c. With reference to identified needs and opportunities

discuss their ideas, intentions,progress and outcomes with others. Level 2 6 c. Show and describe examples of their intentions,

progress, and outcomes to others. Level 3 6 c. Present designs, plans, and outcomes to selected

groups, using suitable means of communication.

Strand C: Technology and Society Level 1 8. Share ideas about the ways about which bread making

affects their lives and the different types of breads available Level 2 8.Explore and compare the roles of bread making

technologies in their daily lives in relation to retailing and personal hygiene.

The Process

Teachers Meeting This was the first opportunity for the whole staff to develop a unit with a technology focus following staff development on the Technology Curriculum. A staff meeting was held that spent time examining the specific meaning and understandings related to the use of

terminology. It was important that staff felt that they all had a common shared understanding. As a whole school focus it was necessary to develop common objectives for assessment that could be measured across the school. It was decided to use the achievement objectives to establish:

a.Technological Knowledge and Understandings How well the students understood the technological process and stages of breadlyoghurt making, and the effect of yeast on the process. This included how well they could follow a recipe and what was the difference between yeast based products and those using other rising or carbonating agents. b.Technological Capacity In groups to plan and produce a bread/ yoghurt product, look at problems encountered, and identify critical factor when modifying a recipe and when using yeast to make either bread or yoghurt. They were to assess the acceptability of their product, and develop recommendations for how it should be packaged and stored, and design a package. c.TechnoIogy and Society The students were to research the use of and sample different types of bread yoghurt available.

Aggregation of Data

Previews In aggregating the data from the whole school related to the achievement objectives it was clear from the previews of students with increasing maturity, they had a greater understanding of the bread making process. Years 1,2 & 3 children had limited ideas, and while years 4 & 5 students still focussed on output (what to do with bread), 10150 (20%) knew that yeast was involved in the process, while a further 7 (14%) believed that baking soda was the key ingredient. An increasing number knew that flour was used in the process. At the year 6 & 7 level 16/29 (55x)knew that yeast was necessary although they did not know how yeast was activated. Only 2/29 (6%)could list the ingredients used to make bread. Year 7 & 8 students working with yoghurt had little knowledge of the process or production although they knew about yoghurt cultures, and basic recipes.

Post Views Level 1 The year 1 students showed an increased understanding with 7/19 (37%) in one class being able to state that yeast made the bread rise. 18/40 ( 45%) could draw the sequence -

used in bread making. They were able to make modifications to the basic recipe and produced a delightful array of variations. They were able to make some statements at a basic level about the effect of adding or leaving out some ingredients. Working as group were important skills to be nurtured at this level. In the year 112 class 19/23 (83%) could show a part of the bread making process. Two children in this group showed excellent understandings of the role of yeast and followed this through by suggesting and making 'beer bread' as their variation to the recipe. At the year 2 & 3 level 17/22 (77%) were able to record that yeast is the rising agent in

bread making and 7 understood that hot or cold water may affect the activation of the yeast while 3 recorded that sugar plays a part in the process. Students were able to suggest appropriate changes to the activation process and make predictions about what would happen if these changes were made. Level 2 All students (100%) at the Year 4 &5 level were able to describe the input and output processes in bread making through a variety of activities e.g. diagrams of the process,creative recipes writing, oral reports of visits to the local bakery,and flour mills, the actual making of bread and the recording and presentation of multi media work. Level 3 Year 6 & 7 students at the completion of the unit were able to listed yeast as the main ingredient, 10 (40%) were able to state how yeast is activated, and 3 were able to list accurately the ingredients needed. The most important learning occurred in the yoghurt making through the realisation that when a product is produced, teams have to take responsibility to coordinate the various functions to produce and market a product. Group skills were an essential element of which about half the group were able to accept their areas of responsibility at a mature level. The influence of the 33% new settlers in this group was an additional important factor

The suitability of the learning experiences planned to achieve the outcomes of the topic

Level 1 The Year 1 & 2 students used the Little Red Hen shared book experience to assist in the sequencing of the bread making process. There was opportunities to taste a wide range of bread varieties, evaluate and collect data which was graphed. They were able to experience variations on a basic recipe, and worked with enthusiasm on the bread making task taking turns to knead, measure and mould dough into particular shapes as the result of group decision making. They were able to make packages for the bread. However, their understandings in terms of the achievement objectives were felt to be superficial. This may have been as a result of the unfamiliarity of this type of objectives to both the teachers and the students. A visit to a bakery to watch the process was recognised as invaluable experience for next time at this age level. Year 3 students learning experiences were seen as well suited to the achievement objectives- the input by the students was practical, enjoyable and rewarding. Compiling a questionnaire proved difficult because the children questions did not reveal information helpful to making bread for their consumer. However they were all able to design and make packages and 'consumer' test their product. 18/23 (78%) were able to discover that some variations to the basic recipe were unsuitable particularly sweet ingredients, and that the 2 . children added savoury ingredients met with more success. Level 2 The learning experiences planned were successful at this level in achieving their objectives. The repetition of the bread making process three times with variations ensured that all children were confident in the process. Small groups did different trips and reported back to the whole group both orally and audiovisually. A Geometry unit was integrated so that packaging became a practical application of designing containers in which to store the bread. The logos made by the children were innovative and successful. Level 3

All children were actively involved in making three loaves, making a basic recipe, then altering the yeast activation part of the recipe, finally following market research they made a third bread to meet the needs of their target market. Only one group was unable to report back because they had completed very little work related to market needs. The yoghurt making worked well as an intensive unit because of the limited life span of the product. The systems and principles of production were well understood. The marketing and refinements of the product could have been further extended. The learning involved was largely to do with the process of production rather that the product itself.

Achievement of skills related to the topic Level 1 Working in groups, year 1 needed parental and teacher input to follow the sequence through the recipe. Group skills of cooperation, and listening to others, were not always achieved because of the age of the group, while the Year 3 were able to work in groups of three on the recipe, and were able to follow the sequence correctly. They were able to cooperate and all took an active part in helping to tidying up. Level 2 Generally all the students worked in their teams and were able to report back, work effectively as a team member, following a basic recipe ,and then alter and experiment with it. Four children had difficulties working using group skills and these have been noted and will be followed up on in later group activities. Students were able to transfer skills learned at school to the home to produce breads at home and they were able to shared their results back at school. Level 3 Group skills resulted in the students successfully completing the objectives with the exception of one group of 6 who had could not report back effectively because they had completed little work related to market needs. The complex nature of the necessary skills required in the teams for the marketing of the yoghurt products was initially underestimated, however they were able to take responsibility for their individual aspects working towards the group goals. They showed strength in being able to brainstorm and further research their ideas. Discussions in teams were relevant and mature. They learned additional skills in preparing a C.V. for the position that they wanted within each of the different teams.

The extent of interest and engagement in this topic.

From the very beginning at all levels the students showed a high level of interest which continue right through the topic. The early practical experience (bringing bread toshare, tasting sharing, responding and reacting to this created anticipation and on going enthusiasm). Parental participation was excellent, providing varieties of breads, help with trips and providing feedback on home bread making. Students enjoyed all aspects from the tasting, to the making, creating their own recipes and to a lesser extend the marketing especially with respect to Level 1 students. Students who went on visits were well prepared with questions and were interested in all aspects of the process. The use of the video camera proved invaluable for discussion back at school and multi media presentations. The teachers who were working on this for the first time, reported their enthusiasm, and their own learnings. The whole school was filled with the delicious smell of baking bread, the students were increasingly responsible for clearing up at the conclusion of each session, and the innovations on recipes were very interesting! The texture of the green coloured

students were increasingly responsible for clearing up at the conclusion of each session, and the innovations on recipes were very interesting! The texture of the green coloured chocolate flavour yoghurt had to be seen, and the consumer feedback proved the point, about the importance of taste and texture!

Summary

It was seen that the students at Levels 2 and 3 were achieving at an appropriate level. The problems experience by the students in Level 1 especially the Year 1 students offers a number of possible avenues for further exploration next time. Firstly the experience level of both the students combine with the teachers could have been a strong factor, while at the higher levels it was easier to combined the learning curve for both students and teachers. Maturity levels at five , and our unknown expectations with new concepts may have resulted in the difficulties already noted. Certainly, next time they plan to include visits to enhance the learning experiences. Provision was made for NSEB students who worked with our part time NSEB teacher in small groups. The CWSA students working at Level 2 with skills in oral language and multimedia were selected to be part of the small groups who went out on visits and reported back to their own classes. The use of the video equipment both on the visits and while making the bread at school enabled the students working at Level 2 to work through experiences and consolidate learning. There was the added benefits of using these to build a multi media presentation. ( This was a learning curve in itself for both staff and students but will provide experience to consolidate on the next time. )

Barriers to learning <

The barriers to learning could be identified as the initial lack of teacher expertise in this new curriculum area. Planning next time would incorporate learning from this experience especially with the younger children. It may be that the concepts are in fact too sophisticated for the maturity level, so we may reduce our expectation levels for Year 1 & 2 children. Year 7 & 8 had inadequate time to give the students the full benefit of the unit , and were working with a student teacher for much of the time. (This could have been a negative or positive factor ). The 33% new settlers in this class also had an impact on the level of interaction of the production groups and their level of overall group skills. We were able to build up the resources available for this unit . These worked very well as a" kit " and were passed from room to room as needed. Sharing of this equipment prove feasible for the whole school to work on a single theme. The sharing of the general purpose room was also workable, but we need another stove, and good work area for the preparation of food etc In providing data to be aggregated I need to give more specific guidelines to teacher to make it easier to collate, and it needs to be written shortly after all the data is in. Overall it was a valuable learning experience for all, and it developed a positive attitude towards this new curriculum area.

Prepared by

INTERMEDIATE UNIT ACHIEVEMENT OVERVIEW

CURRICULUidFOCUS (1)

'ONTEXT

e n n Weeks

(2)

Teachers Rooms

Â¥omnzen on:

^he extent of interest and engagement n this topic.

overall achievement in terms of comparing the assessment nformation collected with the 'earning outcomes for the unit, i.e. 'he changes in thinking between the tart and end of the unit.

The suitability of the learning experiences planned, to achieve the outcomes of the topic.

Achievement of skills relevant to the topic.

Achievement of skills related to English objectives.

APPENDIX CS8.8

INTERMEDIATE UNIT ACHIEVEMENT OVERVIEW

XJRRICULUM FOCUS (1) ̂ enai

:ONTEXT&,̂ ,~-/'

~ e r m / Weeks 6 - 10 ?omment on:

The extent of interest and engagement n this topic.

overall achievement in terms of comparing the assessment 'nformation collected with the 'earning outcomes for the unit, i. e. 'he changes in thinking between the !tart and end of the unit.

The suitability of the learning experiences planned, to achieve the outcomes of the topic.

Achievement of skills relevant to the topic.

Achievement of skills related to English objectives.

APPENDIX CS8.9

INTERMEDIATE SCHOOL - 1997

ASSESSMENT

Following the Assessment ELAC meeting of Wednesday 6 August, these ideas were discussed and it will be trialled for this year. Please give feedback to .

The end-of-year report form will be computer generated. This will improve the professional image that our reports give to parents and students.

At the end of each Focus Unit, write a statement on how the student has achieved the learning outcomes of the A.O. Choose one objective only.

Write a SBA on 3 skills focused on in the unit. (Remember this year we are looking at 8 (see separate sheet). These are compulsory:

In Science assess Interpreting In Technology assess Focusing and Planning In English assess Creativity In Social Studies assess Communicating

Make sure you do a grid and cover all the skills 2x during this semester (6 months).

If you are doing a Technology Unit the Technology teacher will write a statement as a base for the class teacher.

SBA (Standards-based Assessment) for skills. Explanation of the level:

(1 & 2) are steps to proficiency /competence. Generally indicates "can do a bit" and "can do most of it". Used to improve learning.

(3) is proficiency or competence, i.e. "can do it". (4) is quality achievement, i.e. "can do it very well". This level is not used if the

skill lacks auality.

Which aspects to use Use only those aspects appropriate to your course. It is tempting to include everything that seems to fit. One result of such an action is assessment overload. The curriculum statements and syllabuses should be your guide as to what to use. For instance. the syllabus documents for physical education point to the use of: Carrying out a plan; Applying ideas: Analysing; Evaluating; Seymanagement; Working as part of a team: and Morot skill development. (Physical Education's aspect ofphysical development cannot be assessed using grade-related criteria - another method should be used). Other curriculum areas could use: Science Social Studies Mathematics Focusing Focusing Focusing Planning Planning Planning Gathering in formation Gathering in formation Gathering in formation Interpreting Interpreting Interpreting Analysing 1998 Analysing I998 Analysing 1998

Science Social Studies Evaluating 1998 Evalnaimg 1998 Commiinicaf inp Communicating Self management Self management Working as p a n of a team Working as p a n of a team

Recalling in formation 1998 Carrying out a plan 1998 Applying ideas 1998 Recognising values 1998

Mathematics Evaluating 1998 Communicating Self management Working as part of a team Recalling in formation 1998 Carrying out a plan 1998 Applying ideas 1998

The End of year Report will feature a block on 7 Essential Learning Areas: Language & Languages, Maths, Science, Technology, Social Studies, The Arts, Health & Physical Well-Being. With 3 Essential Skills commented on with SBA rating.

Special Programmes e.g. NESB, Tutoring, Special Needs.

General Comment

Example of Technology entry after the focus on Materials (recycling).

. was able to design and develop a system for paper recycling. Before her design was begun she read information on recycling and noted ideas on the best ways to create recycled paper. She incorporated these ideas in her design. wrote a report that explained, described and discussed the paper recycling system she created.

presented focused ideas and a plan SBA 3. was able to follow instructions SBA 3.

. communicated information clearly and appropriately SBA 4.

This statement covers the AO, learning outcomes and the 3 essential skills of:

Focusing and planning Listening and following instructions Communications

The data collected is then sumrnarised on the Class Achievement Overview and handed to for aggregation across the school. ELAC leaders use this data so include numbers, e.3. 23/27 SBA Focusins & Planning attained a SBA of 3.

Look at the Focus Units you still have to d o and make sure that you will be covering all Essential Learning Areas, e.g. What will be your art unit? Music assessment is held by Lara - so this will be made into a statement in November for the Arts block.

. and . are happy to spend 1 : 1 time with you to clarify any points.

Remember we are looking to do assessing simply but effectively so that we can show what students can do and how they have improved.

Student Self-Assessments are important - but must be done neatly. There is a school folder of examples (see Judy) and add any you have (and give a copy) - These are done and filed in Student Cumulative Folder.

Please share any ideadimprovements with J so that we effectively assess students.

APPENDIX CS8.a

INTERMEDIATE SCHOOL AGGREGATED DATA OF 1997

Curriculum Area : Technolosy Technological Area : Structures &. Mechanisms Context Clock Making

1) The Process:

This unit was developed by Rooms 3 and 12 and was then accepted by the staff to be a unit that all classes would do.

In this unit the students covered the 3 strands:

a) Technological Knowledge and Understanding: The stl-idents learnt about different tools and the safety procedures in the Metalwork Room. They had t o investigate various structures so they would have the knowledge to build a free standing structure that would contain their clock mechanism.

b) Technological Capability: . ,

The students had to follow the technological process.

Brainstorm ideas Draw in detail Make a scale for their clocks -> a plan of their -> model in cardboard

clock -> Produce their clock

Within this process the students developed their skills and they had to continually evaluate their work (What works? What doesn't? How can we fix it?).

c) Technology and Society: The students investigated the various ways in which time has been measured. They also interviewed people about how the measurement of time has changed over the years.

2) Aggresn tion o f Data:

As leader of the Technology Curriculum I decided to focus on Technological Capability. I chose this because the whole planning process is a new one and I wanted to know how well our sti:der:;s can folio-.v this process At the time of writing I only had !ha data from two Form 1 classes

Students Rere given a mark on a 1-4 scale for their performance in the following areas:

Planning

Development

Evaluating

Skill Development

From this data I draw the following conclusions:

Planning Our students can present some linked ideas and about half can present a plan that can be followed that meet the requirements of the specific design brief.

Development Most of our students can develop a product that meets the requirements of the design brief. The others who didn't complete the project mostly ran out of time. This was usually due to lack of time management o r limited skill development.

Evaluating All students had difficulty evaluating their work. This result is due to an unsuitable assessment task. They were assessed on their journal entry. These were often poorly done. However, when speakins to the students it was obvious that they were continuously evaluating their work but they did not write it down.

Skill Develoornent Most students need further skill development in this room. It must be remembered however that these two classes were both Form 1 classes who were in the Metalwork Room for their first time.

The suitability o f the learning experiences planned to achieve the outcomes o f the topic:

All the activities - brainstonnine, drawing plans, making cardboard models and making the product were very suitable. The 'daily journal' however was not a suitable activity to assess the evaluating process.

The extent o f interest and enyaoement in the topic: The students were highly motivated for this unit. They enjoyed coming up with creative ideas and developing them.

St~rnrn;irv This was an interesting unit for both students and staff. Consicierin.u they were F l

students working on their first Technology Unit they made very good progress. The students are not achieving at Level 3 & 4 but this is to be expected as they have minimal experience in this curriculum area. This unit allowed for students to work at their own level, as they had the opportunity to design and make their own creations. This unit was successful due to the close link between practical work and 'paper work'. This kept the students focused.