Learning Experiences - "ICT-rich to Student Assessment Task & Rubric"

PCK is very useful for designing learning experience. > Share an example of ICT-rich engaging students on their Assessment 

Refer to the David's discussion in the forum, I noticed that he has categorised into learning experiences about constructing and transforming knowledge objectives, finally on the identification of criterion that match to the ACARA (e.g. the Standards Elaborations which meant for me to identify learning objectives in my unit plan for assessment.

Learning objectives

• demonstrates an understanding of basic electrical terminology and concepts

• describes the differences between a single source D.C. series, parallel and series/parallel circuit

• analyses the characteristics and performance of D.C. circuits

• explains fault-finding and problem-solving strategies for solving routine problems in D.C. circuits

and a sample on above is Davids's VET about learning objective (at best shared forum) for the unit plan.

Students will go through their assessment and rubric as measurement as for this reason teachers know the effectiveness of ICT into teaching learning experiences. Details please refer studydesk Week 8 > E.g. News

Two examples to guide on unit plan on how to draft learning experiences.

Then following is the contents of the rubric in the unit plan to compare with the contents of the rubric included in the Standards Elaborations - identify each of the components any similarities.

• Drafting the rubric use to judge student performance.
• Design the assessment task include with my unit plan.

Step	Guiding question	Response
Step 1	What is the content for which the assessment needs to provide evidence?	Science Knowledge Physical sciences Energy appears in different forms including movement (kinetic energy), heat and potential energy, and causes change within systems (ACSSU155)	Science Inquiry Skills Processing and analysing data and information Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships, including using digital technologies as appropriate (ACSIS144)
	Is it constructing or transforming or will both be used?	Constructing	Transforming
Step 2	What criteria aligned to the standard, match this curriculum content?	Understanding dimension / Science Understanding Critical analysis and application of science knowledge to generate reasoned explanations in a range of situations, including some that are complex	Skills Dimension / Processing and analysing data and information Construction of appropriate representations and analysis of data to explain patterns and trends.
Step 3	What kind of evidence could support students to demonstrate their learning?	Information collection on different forms of energy Information collection on a kinetic energy in the form of human physical exercise Recording of information from an experiment in spreadsheets Developing a journal Recording information from an experiment Writing a report	Use a graphic organiser to analyse recorded data Use spreadsheet data to develop a range of graphs charting data over a period of time to find patterns or relationships Developing an experiment that tracks kinetic energy Develop or find a simple program that animates the data collected for human kinetic energy
Step 4	What is your task?	A task sheet should include: A section provided for the student name, Task name, unit, year level, Final result A description of the task The due dates, including draft submissions The criteria that will be used to assess Description of the process to be used for the task, conditions and materials to be used
	What are my task-specific descriptors?	A rubric with the task-specific standards descriptors (on a 5 point scale) is developed by taking the generic descriptors (the A is included for each criteria above) and changing the generic descriptors to ones that reflect the actual task. See the sample rubric.
Step 5	What are your learning experiences?	Plan your unit including sequencing your learning experiences in order to ensure they develop the evidence students need to provide.

Drawing on the sample rubric it is possible to identify three important components of the sample rubric that you need to be aware of, watch at EDC3100_2013_2: ICT and Pedagogy

1. the Criteria;
   The entries in the left-hand column of the sample rubric. There are two criteria shown: "Understanding dimension / Science understanding" and "Skills Dimension / Processing and analysing data and information". These are taken directly from the curriculum, in this case the standards elaborations.
   These must stay the same. These criteria are those defined by the curriculum and it's necessary for you to gather evidence for each student against these.
2. the Standards;
   These are the elements in the top row - A, B, C, D, E. These also must match your curriculum >http://www.qsa.qld.edu.au/3165.html
3. the Standards Descriptors.
   These are the content of the intersection between a standard and a criteria. They define how you will make a judgement about the students' work.
   The standard descriptors need to be specific to your assessment task.
   They will generally be based on the "general descriptors". The Standards Elaborations provide a standard rubric that includes "general descriptors" you use these as the basis