As I was saying in my previous post, I really am lucky to be able to attend events such as the one I was at yesterday. I was at the Stirling Management Centre for the launch of a process of centres developing content for the National Assessment Resource. It’s quite an ambitious and exciting project, and it’s fascinating to be able to take part in discussions with those at the leading edge of Curriculum for Excellence development work.
I thought I’d take the opportunity to apply some of what I’m finding out to an actual example. I decided to try and imagine I was going to deliver a third level sciences topic which would also provide a context for literacy across learning (LAL). I’ve gone easy on myself and just chosen one Sciences E&O and one LAL E&O. I then worked out a possible context for learning. You can view my effort here.
All of this is relatively straightforward and something I was working on last year. What is new and follows on from my involvement in the NAR Content Development process is the two boxes at the bottom. I’ve tried to think what evidence of learning this topic would produce, and then what would be the success criteria for each piece of evidence. I actually found this to be surprisingly straightforward and I believe I would now feel confident to go ahead and deliver this topic with one obvious exception - given my previous experience of incorporating collaborative planning into my pupils’ learning experience, I would be filling this out with the class not on my own.
The issues I feel I have failed to address here are:
- What is the progression like? How can I compare what they achieve here with what they’ve already achieved with these E&O’s (particularly the LAL one) and what they’ll achieve in the future? Could I somehow incorporate the language of depth/breadth/new contexts to my success criteria? This relates back to my previous post.
- Assuming I can assess progression for these E&O’s, how do we track progress of a learner across these outcomes as a school?
There’s probably much more I’m failing to incorporate into this example - but these are vexing me the most. However, I am relatively pleased that it’s a start which I feel I could take forward if I was in school.
This post is tagged assessment, cfe, formative assessment, planning
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