Before even teachers begin a course, they determine the outcomes for each module and map the skills in the mapping grid. This then guides them to decide on different types of assessment task all through out the course, which will assess the students on the outcomes to be taught.
The purpose of the assessments is to determine the student’s ability in the context of the course against the standards set by the Board of Studies. In stage 6 the process begins from year 11 and finishes with HSC exam. As teachers we determine at which band level students are working. Moreover, we also work through to upgrade their performances. In order to express the best of the students it is crucial that we assess them on what we are teaching them. This again takes us back to advance planning on outcomes and skills.
This diagram is taken from Science stage 6 support document which shows that outcomes are the guiding principles that allows teachers to decide what to teach and how to assess the learning experiences.
We are to devise the valid and reliable assessment tasks that are clearly related with the unit outcomes and contents and learning experiences in the classroom and finally are able to give enough opportunities to the students to express their knowledge and skills. Moreover, as teachers we have to follow the weighing criteria set by the BOS. In order to implement this integrated approach of teaching advance planning is the desirable approach. This does not mean that there is no room for future modifications. The plans may need alteration depending on the students’ performances. For example, in order to develop the range of skills directed in the syllabus, teachers have to model the skills, then there is guided practice and finally the students do it independently. This has to be mapped in the grid. If students are not able to develop a skill as planned we may need to model this again on the next module, where there are supposed to be practicing. Alternatively the reverse may occur.
For the module 9.4 Search for better health my chosen outcomes are H1, H4, H6, H12, H13 and H14. H12, H13 and H14 are not the only skills that can be focused in this module. There will be scopes for developing other skills as well. During teaching this module my focus would be concentrate on these three as the assessment the task will be a presentation on different diseases one allocated to each student by the teacher.
My mapping grid will guide me which skills have to be modeled, which needs guided practice and which can be done by the students independently. This will enable me as a teacher to take my students successfully towards the achieving outcomes and finally the assessment.
Bibliography:
NSW Board of Studies. (2002). Stage 6 Syllabus Biology. Sydney, Australia:
NSW Board of Studies. Available from
http://www.boardofstudies.nsw.edu.au/syllabus_hsc/biology.html
NSW Board o Studies. (2009). Science Stage 6 Revised Support Document.
Sydney, Australia: NSW
Board of Studies. Available from http://www.boardofstudies.nsw.edu.au
/syllabus_hsc/biology.html
