Reporting progress and achievement:

Creating informative and manageable

technology reports

Selena Hinchco

Ministry of Education guidance

‘A range of assessment practices should also be employed to gather information that is sufficiently

comprehensiveto enable the progress of students in technology to be supported, evaluated and reported; to students,

their parents and subsequent teachers to NEG 2, 6, 7, 9 and 10, and NAG 1, 2 and 6).

Technology Indicators of Progression for all three strands are available to help teachers with these

aspects of assessment and reporting’.

http://technology.tki.org.nz/Curriculum-support/Ministry-Guidance/Overall-Guidance

Ministry of Education guidance

‘A range of assessment practices should also be employed to gather information that is sufficiently

comprehensiveto enable the progress of students in technology to be supported, evaluated and reported; to students,

their parents and subsequent teachers to NEG 2, 6, 7, 9 and 10, and NAG 1, 2 and 6). Technology Indicators of Progression for all three strands are available to help teachers with

these aspects of assessment and reporting’.

http://technology.tki.org.nz/Curriculum-support/Ministry-Guidance/Overall-Guidance

Assumptions...At your school your technology team/teacher…

•Has a programme of learning for Technology in the school (e.g. who is doing what component when)?•Teaches and assesses all 8 components (ideally twice) over a two year programme?•Assesses the 8 components using the Indicators of Progression?•Has a consistent assessment between staff?(e.g a shared rubric)

Technology reports review

1. One report for all technology rather than separate reports for each context.

2. Assess and report using the components (not averaged out for the strands).

3. Reporting is based on curriculum levels for the components.

4. Reports should provide a snapshot and a view of progression.

Technology reports review

1. One report for all technology rather than separate reports for each context.

2. Assess and report using the components (not averaged out for the strands).

3. Reporting is based on curriculum levels for the components.

4. Reports should provide a snapshot and a view of progression.

Technology reports review

1. One report for all technology rather than separate reports for each context.

2. Assess and report using the components (not averaged out for the strands).

3. Reporting is based on curriculum levels for the components.

4. Reports should provide a snapshot and a view of progression.

Technology reports review

1. One report for all technology rather than separate reports for each context.

2. Assess and report using the components (not averaged out for the strands).

3. Reporting is based on curriculum levels for the components.

4. Reports should provide a snapshot and a view of progression.

5. It is valid to report on other aspects such as practical skills, key competencies etc. These aspects should not be reported against curriculum levels!

6. Include an opportunity for student voice

Technology reports review

5. It is valid to report on other aspects such as practical skills, key competencies etc. These aspects should not be reported against curriculum levels!

6. Include an opportunity for student voice

Technology reports review

5. It is valid to report on other aspects such as practical skills, key competencies etc. These aspects should not be reported against curriculum levels!

6. Include an opportunity for student voice7. Written comments are personalised,

specific and jargon free.

Technology reports review

A rubric is an assessment tool which

enables teachers and students to

assess student learning against

specific criteria (Arter & Chappuis, 2006).

What about rubrics?

What about rubrics?

What about rubrics?

What about rubrics?

Performance levels

Criteria

An instructional rubric

• guides teaching and learning

• provides focus for the teacher

• consistency across a team of teachers

Advantages?

Formative assessment…

•criteria in rubric can be the learning intention or success criteria

•involves students

•feed-back and feed-forward

•goal setting

•self and peer assessment

Advantages?

and summative assessment…

•reports to parents

•track progression

•school wide data analysis

Advantages?

• Rubrics are not self-explanatory

• Badly written rubrics

• Issues of validity, use the Indicators of Progression

• Reliability, be specific and moderate

Disadvantages?

• No ‘right’ number of levels

• ‘Central tendency’, be specific and objective

• Labels, not grades

• Use the Indicators of Progression. Curriculum levels may be too broad.

• Begin with the end in mind…• What do I want my students to know ?• What do I want my students to be able to

do ?

Tips for rubric writing…

• Build from a picture of excellence– highest level first, then lowest level, middle

levels last– "Yes," "Yes but," "No but," "No."

• Criteria needs to be…• specific• descriptive• objective

• One idea per rubric row.

Tips for rubric writing…

• Student friendly language• correct technology terminology• first person e.g.“I can…”• present tense e.g. “I can…”, not “I did…” or “I

will …”• positive e.g. not “I cannot…”

• Keep the level parallel

• Use Indicators of Progression!!!

Tips for rubric writing…

• Trial and review rubrics regularly

• Rubrics can encourage reluctant teachers to focus on the new components

• Rubrics are more successful when they are written by the teacher who uses them

• Use exemplars of your students work to guide your rubrics

• Co-construct rubrics with students

What next?