Suggested Assessment Strategies

Teachers determine the best assessment methods for their students. The assessment strategies in this document describe a variety of ideas and methods for gathering evidence of student performance. The assessment strategies column for a particular organizer always includes specific examples of assessment strategies. Some strategies relate to particular activities, while others are general and could apply to any activity. These specific strategies may be introduced by a context statement that explains how students at this age can demonstrate their learning, what teachers can look for, and how this information can be used to adapt further instruction.

About Assessment in General

Assessment is the systematic process of gathering information about students' learning in order to describe what they know, are able to do, and are working toward. From the evidence and information collected in assessments, teachers describe each student's learning and performance. They use this information to provide students with ongoing feedback, plan further instructional and learning activities, set subsequent learning goals, and determine areas requiring diagnostic teaching and intervention. Teachers base their evaluation of a student's performance on the information collected through assessment.

Teachers determine the purpose, aspects, or attributes of learning on which to focus the assessment; when to collect the evidence; and the assessment methods, tools, or techniques most appropriate to use. Assessment focuses on the critical or significant aspects of the learning to be demonstrated by the student.

The assessment of student performance is based on a wide variety of methods and tools, ranging from portfolio assessment to pencil-and-paper tests. Appendix C includes a more detailed discussion of assessment and evaluation.

Integration of Cross-Curricular Interests

Throughout the curriculum development and revision process, the development team has done its best to ensure that relevance, equity, and accessibility issues are addressed in this IRP. Wherever appropriate for the subject, these issues have been integrated into the learning outcomes, suggested instructional strategies, and suggested assessment strategies. Although it is neither practical nor possible to include an exhaustive list of such issues, teachers are encouraged to continue ensuring that classroom activities and resources also incorporate appropriate role portrayals, relevant issues, and exemplars of themes such as inclusion and acceptance.

The Ministry, in consultation with experienced teachers and other educators, has developed a set of criteria for evaluating learning resources. Although the list is neither exhaustive nor prescriptive, most of these criteria can be usefully applied to instructional and assessment activities as well as learning resources. Brief descriptions of these criteria, grouped under the headings of Content, Instructional Design, Technical Design, and Social Considerations, may be found on pages 30 through 45 of Evaluating, Selecting, and Managing Learning Resources (2000), document number RB0065. This Ministry document has been distributed to all schools. Additional copies may be ordered from Office Products Centre, 1-800-282-7955 or (250) 952-4460, if in Victoria.

Gender Issues in Technology Education

The education system is committed to helping both male and female students succeed equally well. This is particularly important in the area of technology education, where female participation is low. Teaching, assessment materials, learning activities, and classroom environments should place value on the experiences and contributions of all people and cultivate interest and access for female students.

Teachers should consider the diversity of learning styles and watch for gender bias in learning resources, and bias in interaction with students. The following instructional strategies for technology education are provided to help teachers deliver gender-sensitive programs.

• Feature women who make extensive use of technology in their careers' perhaps as guest speakers or subjects of study in the classroom.
• Develop instruction to acknowledge differences in experiences and interests between young women and young men.
• Demonstrate the relevance of technology education to careers and to daily life in ways that appeal to a variety of students in the class or school. Successful links include sciences and environmental issues.
• Provide practical learning opportunities designed specifically to help young women develop confidence and interest in technology education and non-traditional roles.

Adapting Instruction for Diverse Student Needs

Technology education, particularly activity-based technology education, has traditionally been a significant area for pre-employment skill-development opportunities and an ideal area for students with special needs. Technology education, with its focus on the benefits of concrete, real-world experiences, provides students with opportunities to work effectively in group situations, focusing on observation and experimentation, and alternative methods of evaluation. For students with exceptional gifts or talents, this curriculum area is also ideal for creative learning experiences and critical-thinking activities. Opportunities for extension and acceleration are rich in technology education, and, for some students with special needs, this curriculum can provide opportunities to apply personal experiences to enrich their learning.

When students with special needs are expected to achieve or surpass the learning outcomes set out in the Technology Education 11 and 12 curriculum, regular grading practices and reporting procedures are followed. However, when students are not expected to achieve the learning outcomes, modifications must be noted in their Individual Education Plans (IEPs). Instructional and assessment methods should be adapted to meet the needs of all students. When students require adaptations in order to meet the regular learning outcomes, these too should be noted in an IEP. The following strategies may help students with special needs succeed in technology education.

Adapt the Environment

• cluster-group students with particular gifts or needs
• make use of preferential seating to enhance learning
• create a space with minimum distractions
• change the location of the learning activity to optimize concentration
• make use of cooperative grouping or pairing of learners

Adapt Presentation or Instruction

• make extensions of activities for students with special gifts and talents
• offer choices for self-directed learning
• provide advance organizers of key technology education concepts
• demonstrate or model new concepts
• adjust the pace of activities as required
• change the wording of questions or instruction to match the student 's level of understanding
• provide functional, practical opportunities for students to practise skills
• use bilingual peers or volunteers to help ESL students (e.g., clarify safety rules)

Adapt Materials and Equipment

• use techniques to make the organization of activities more explicit (e.g., colour-code the steps used to solve a problem)
• use manipulatives
• provide large-print charts or activity sheets
• use opaque overlays to reduce the quantity of visible print
• highlight key points in written material
• provide software that defaults to a larger font size
• use adapted computer technology hardware and appropriate software
• provide alternative resources on the same concepts at an easier comprehension level
• use translated material for information (e.g., safety rules)
• provide or arrange opportunities for independent research (e.g., CD-ROM)

Adapt Methods of Assistance

• train and use peer tutors to assist students with special needs
• arrange for teacher assistants to work with individuals or small groups
• collaborate with support teachers to develop appropriate strategies for individual students with special needs

Adapt Methods of Assessment

• allow students to demonstrate their understanding of technology education concepts in a variety of ways (e.g., through murals, displays, models, oral presentations)
• match assessment tools to students ' needs (e.g., oral or open-book tests, tasks performed without time limits, teacher and student conferencing)
• set short-term achievable goals with frequent feedback
• provide opportunities for students to do self-assessment and individualized goal setting