Advice on assessing Digital Technologies
Assessment must be consistent with achievement standards and what is taught, content descriptions, and learnt. It should help students to learn:
- What do I know and understand?
- What do I need to know and understand to progress?
Students need to clearly understand what is expected of them in assessed tasks. They should be able to verbalise what they have to do and how they can be successful in the assessment task.
Key questions to for teachers to consider:
- How will I assess student learning?
- How will I use evidence when making balanced judgements of student achievement?
Guidelines to consider when planning for assessment tasks in Digital Technologies:
- Try to only assess one or two content descriptions in one unit.
- If possible, use a rubric to plan your assessment criteria and share this with your students.
- Add the achievement standard at the top of your unit plan and highlight the relevant parts. This will help create a holistic approach to the curriculum.
- Think about the other subject areas that you unit may cover or could be included.
- Talk about assessment tasks with your students so that they aren’t a surprise to students.
- Talk with your colleagues and share ideas and rubrics to help create a consistent approach across the school.
- Ensure you have assessment criteria for the level above and below. This can help to ensure that the lesson sequence includes activities which enable students work at their level.
The following example templates may help you compose your unit plans for Digital Technology: Example unit plan template
Planning for Digital Technologies is vital, individually, in teams and across the whole school. The VCAA Curriculum Planning Resource
is a useful resource to help you in this process. Sample templates can be found in different formats for various purposes, including whole school, domain, year level and unit planning.
It will be mandatory for schools to report against the new curriculum by the end of 2017. Some important information to keep in mind is:
- Schools are independent and can choose when and how this occurs in every setting. For example if a classroom teacher doesn’t deliver the Digital Technologies curriculum in semester one, they wouldn’t include it in their end of semester one reporting.
- The curriculum has been written in bands and schools will only need to technically report against it every two years, similar to the humanities subjects.
- Schools need to work on whole school planning to decide how and in what year levels the curriculum will be taught. This will ensure that students are exposed to the whole curriculum during their time at school.
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