ASSESSMENT

The grading system in Australian Secondary Schools with approximated percentages:

• A (Excellent) - 85% and above
• B (Good) 70-84%
• C (Satisfactory) 50-69%
• D (Needs Improvement 40 -49%
• E (Unsatisfactory) 39.12% and below

The primary aim of assessment is that it uses merit as a selection process instead of favouritism. The western world is one which is heavily centred around the ideology of a meritocracy.

Assessment types:

• Formative (progressive assessment 'for' learning) and Summative (conclusive assessment 'of' learning
• Subjective (more than one way to express the answer) and Objective (one single answer)
• Criterion Referenced (measured against defined criteria) and Norm Referenced (measured against the student body undertaking the assessment - grading the curve)
• Informal (Does not contribute to final grade e.g peer evaluation and feedback) and Formal (given a numerical score or grade e.g test or quiz)

NB - A good assessment has both validity (measures what was intended) and reliability (gives a consistent spread of results). There will often be a trade-off. e.g a performance assessment is hard to score accurately due to its subjective nature, but a multiple choice test on performance technique is easily graded.

Drama assessing is done according to the: making, performing and appreciating criteria

NB - It is important that tasks are weighted properly. Also, do not mark a task too hard or set a task that is too difficult.

Scaling appropriately assigns marks to task weights. It rewards student consistency. The group then get ranked accordingly.

SCOPE AND SEQUENCE

Scope: the time allocated to a topic
Sequence: the order in which topics are taught (Bloom's Taxonomy)
Program/Unit: divided into topics or modules identifies syllabus requirements "Students learn to... Students learn about..."

Teaching/learning strategies resources assessment

THE IDEAL LESSON

Time the lesson down to the minute. Have at least 5 activities per lesson.

The winning formula = 25% teacher input + 25% teacher directed + 25% student centred + 25% student groups.

LESSON PLAN:

1. Get attention
2. Teacher Input - incorporating muliple intelligences
3. Group Work - encourages social interaction
4. Individual Work - enables critical reflection and personal learning
5. Teacher Directed - group work including: an individual/group on stage and feedback

PERSONAL QUALITIES OF AN EXPERT TEACHER

• Ability to embrace and enthusiastically implement the concept of the ideal learning place
• Has a mission which they want to share to enlighten their students with e.g Jesus
• Vocational - Jesus was the quintessential teacher
• Has an exceptionally high level of knowledge and passion for their subject area - Drama

"What teachers do cannot be distinguished from who they are."

• Humble and Compassionate -

"Humility is admitting that I don't know the whole story. Compassion is recognising that you don't either." (Margaret Wheatley)

• Balanced
• Loving
• Personal Prayer and Reflection - Meditating and keeping a journal
• Patient
• Educational Doctor: 1. Diagnoses learning situation; 2. Prescribes appropriate treatment
• Respect - has great respect for their students not only as learners but also as people.
• Respect - commands that respect is returned
• Highly Organised but also a great improvisor and highly creative thinker (Adaptable)
• Spontaneous (Relates to Adaptability)
• Well developed sense of Humour (often to diffuse situations)
• Strong sense of Self and personal view of the world
• Advocates Social Justice
• Wisdom and Stillness
• Able to build healthy relationships with students which foster greater learning
• Positive
• Relates well and connects well with students on levels other than the specific subject area
• A Leader rather than a Dictator
• Confident
• Desire to educate, inform, enrich and inspire
• Promotes constructivist education and connectivism
• Aspires towards becoming a digital native so as to implement effective ICT within the classroom
• Ethical

5 Major Dimensions of Expert Teachers:

1. Can identify essential representations of their subject
2. Can guide learning through classroom interactions
3. Can monitor learning and provide feedback
4. Can attend to affective attributes
5. Can influence student outcomes (teaching is the greatest source of variance for educational results)