1. Reporting progress and achievement: Creating informative and manageable technology reports Selena Hinchco

2. Ministry of Ed ucation guidance ‘A range of assessment practices should also be employed to gather information that is sufficiently comprehensive to 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

3. Ministry of Ed ucation guidance ‘A range of assessment practices should also be employed to gather information that is sufficiently comprehensive to 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

4. 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)

5. 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.

7. 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.

9. 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.

11. 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.

13. 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

15. 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

17. 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 7.Written comments are personalised, specific and jargon free. Technology reports review

19. A rubric is an assessment tool which enables teachers and students to assess student learning against specific criteria (Arter & Chappuis, 2006). What about rubrics?

22. Performance levels Criteria

23. An instructional rubric guides teaching and learning provides focus for the teacher consistency across a team of teachers Advantages?

24. 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?

25. and summative assessment… reports to parents track progression school wide data analysis Advantages?

26. Rubrics are not self-explanatory Badly written rubrics Issues of validity, use the Indicators of Progression Reliability, be specific and moderate Disadvantages?

27. 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…

28. 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…

29. 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…

30. 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?