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					MODULE TITLE               Assessment of compelling learning
                               experiences in Citizenship
                       By Sue Carter, Citizenship Regional Subject
                                Advisor (Eastern region)

                            Module Summary
AIM
The purpose of this training session is to support participants
by giving them the necessary tools and information they need
so that assessment becomes integral to teaching and learning
ACTION
Introductory activity – Assessment, why?
Participants consider why we should assess citizenship learning
providing an opportunity to discuss issues of concern and
clarify the importance of assessment.
Main activity 1 – Evidence and success criteria
Participants become familiar with the principles of assessment
by identifying sources of evidence, considering success criteria
and looking at examples of evidence
Main activity 2 – Planning for assessment
Participants put principles into practice by developing a unit of
learning within an assessment framework
Plenary activity – Bringing it all together
Participants consider all that has been covered in the session
IMPACT
Participants will...
   - understand the principles of assessment
   - apply principles and consider how to develop good
       assessment practice
   - understand the stages involved in planning for
       assessment



                                www.teachingcitizenship.org.uk
              ACT is a registered charity in England and Wales (charity No. 1100180)
                   Registered Office Address: 63 Gee Street, London, EC1V 3RS
MODULE TITLE                    Assessment of compelling learning
                                    experiences in Citizenship
                            By Sue Carter, Citizenship Regional Subject
                                     Advisor (Eastern region)

Module overview
Finding appropriate ways to assess students’ learning in citizenship has always been seen as
one of the big challenges. This training session clarifies the principles of assessment and
emphasises the benefits. The session enables participants to consider effective assessment
practice and the activities allow them to consolidate their understanding.

Recommended module delivery plan (3 hours)
Each element is supported by information on the PowerPoint presentation

5mins:         Introductory slides supplied by ACT (slides 1-3)

5mins:         Briefly outline purpose and structure of the session (slides 4 and 5)

15mins:         Discussion statements – ‘why assess citizenship learning?’
Ask participants to work in pairs and giving each pair a statement to discuss. Allow 3 minutes
for the discussion and then ask each pair to feedback on the main points from their discussion –
2 minutes each. Facilitate a whole group discussion on why there is often concern and/or
resistance to assessment in citizenship. Go through slides 6 to 9 and ensure that the negative
arguments are countered and positive arguments are reinforced.

Further information is given in the notes section of the PowerPoint presentation.

Link good assessment practice to slide 9 and lead into the next activity.

20mins:        Main activity 1 – ‘what evidence could we usefully use for the purposes of
assessment?’
Working in pairs, ask them to think around the question ‘what types of evidence could usefully
be used for the purposes of citizenship assessment?’ - slide 9. Ask them to jot their ideas down
on paper. Pairs to feedback to whole group – ask for one suggestion from each pair and keep
working around the pairs until all ideas are shared. Distribute types of evidence sheet and show
slides 11, 12 and 13. They should add any examples not on the sheet that have been suggested.

Use slides 14, 15 and 16 to clarify what the levels are for and not for and to lead into:

10mins:      Developing success criteria


                                     www.teachingcitizenship.org.uk
                   ACT is a registered charity in England and Wales (charity No. 1100180)
                        Registered Office Address: 63 Gee Street, London, EC1V 3RS
Working in pairs, distribute the assessment framework for ‘Working with key players to
improve my local community’ and the citizenship level descriptions (available from
www.curriculum.qcda.gov.uk). Show slide 17 and give them time to discuss the questions:

Are the success criteria based on the standards in the level descriptions and if so what do they
relate to?

Would you change any of the success criteria and if so, why / what to?

The success criteria allow for three possible levels of outcome, is this helpful?

What do you think of the headings ‘all’, ‘most’ and ‘some’?

Take feedback and facilitate a discussion about developing success criteria. Emphasise that the
example is far from perfect and is meant to stimulate discussion and debate.

40mins:         Looking at the evidence
Distribute examples of evidence – information leaflet / issue thinking sheet / notes for
presentation. In pairs look at the success criteria in relation to the evidence. Highlight evidence
relating to the success criteria as you come across it.
Is it possible to decide on the level of outcome that best describes what you are seeing or does
the pupil have a spiky profile?
Emphasise they are not giving a level to a particular piece of work but this process should give a
feeling of where the pupil is in terms of attainment in relation to aspects of the level
descriptions. This would be an ongoing process and pupils may well have a spiky profile.

Discuss methods used – only teacher assessment. Aim to use a range of methods including self
and peer assessment.

Possible break of 15 minutes

Use slide 18 to explain how the assessment framework could be used to help plan for
integrated teaching, learning and assessment.

1st stage - the key concepts identify the big ideas that form the basis of the subject;; the key
processes specify the essential skills. Together they underpin the new level descriptions. The
range and content outline the breadth of the subject matter from which teachers should draw
to develop knowledge, concepts and skills.
2nd stage – need to identify opportunities to generate evidence of learning and progress.
3rd stage – involves developing success criteria. These can be defined as descriptions of pupil
performance based on the standards in the level descriptions.


Lead into:


                                     www.teachingcitizenship.org.uk
                   ACT is a registered charity in England and Wales (charity No. 1100180)
                        Registered Office Address: 63 Gee Street, London, EC1V 3RS
30mins:   Main activity 2 - planning for assessment

Working in pairs (could ask them all to work with someone new), distribute copies of the blank
assessment framework (preferably A3 size) and the programme of study for citizenship
(available from www.curriculum.qcda.gov.uk) and explain the task.

Use slide 19 to explain the task - develop a unit of learning around a key concept/s and key
process/es of your choice using this framework. Focus on 2-3 activities and the evidence they
would generate and establish success criteria for them. They will probably only have time to
establish success criteria for one level of outcome.

Explain they will share what they have developed with the rest of the group (you could
photocopy their completed frameworks and send to all taking part in the session) .

15mins: Sharing what you have developed
Pairs to display their completed assessment frameworks and individuals move around looking
at one another’s.
Discussion about was this a difficult task and if so why? Discuss whether the framework a useful
planning tool or not? Use slide 20 to emphasise the benefits.

15mins: Bringing it all together
Distribute ‘Assessment in Citizenship Education’ booklets (hard copies available from ACT – 63
Gee Street, London EV1V 3RS or available to download at www.teachingcitizenship.org.uk).
Point out that this booklet contains a lot of the information we’ve covered during this session
and it contains two further examples illustrating how the progress and achievement of students
can be assessed using success criteria.

Show slides 22 - 23 – photographs of how you could display success criteria for students in
language they understand. Visual reminders that learners could help create for their classroom.

Discuss what they have learnt / gained from the session and ask if there are any queries /
concerns – respond and use opportunity to emphasise key messages.

Show slides 24 and 25 – useful resources

10mins:       Completion of ACT evaluation forms


Resources required
      Projector and computer
      Discussion statements (cut up into individual statements)
      Types of evidence sheet
      Citizenship level descriptions
      ‘Assessment in Citizenship Education’ booklets
      Evaluation forms
                                    www.teachingcitizenship.org.uk
                  ACT is a registered charity in England and Wales (charity No. 1100180)
                       Registered Office Address: 63 Gee Street, London, EC1V 3RS
      Highlighter pens
      Programme of study for citizenship
      Local community – pupil’s work ‘information leaflet’, ‘issue thinking sheet’ and notes
       and slides for presentation
      Assessment framework – local community
      Assessment framework – blank (A3)


Useful links and resources
Association for Citizenship Teaching
www.teachingcitizenship.org.uk

Qualifications, Curriculum and Development Agency
http://curriculum.qcda.org.uk/

Citized
www.citized.info

‘Teaching Citizenship’ – issue 23, Spring 2009 – article ‘Assessing progress’ by Claire Larkman
and Liz Craft

‘Assessing and recognising achievement’ – Post-16 Citizenship – QCA – order ref. QCA/05/1508




                                     www.teachingcitizenship.org.uk
                   ACT is a registered charity in England and Wales (charity No. 1100180)
                        Registered Office Address: 63 Gee Street, London, EC1V 3RS
Statements – introductory activity


Assessing citizenship is too time-             Assessment is all about testing and
consuming                                      labelling learners




You can’t assess things like                   Assessment of citizenship is wrong. You
participating, getting involved and            shouldn’t ‘fail’ citizenship
campaigning


Citizenship should be exciting and fun.        Learners know how well they are doing
The minute you start to assess it, you         in citizenship. They don’t need teachers
lose the young people’s interest               to tell them


Assessing citizenship is really hard           You don’t gain anything useful from
because learners don’t produce much            learners assessing themselves and each
written work                                   other




                                   www.teachingcitizenship.org.uk
                 ACT is a registered charity in England and Wales (charity No. 1100180)
                      Registered Office Address: 63 Gee Street, London, EC1V 3RS
Citizenship assessment
Types of evidence

        Draw and annotate one of the key concepts
        Mind-maps
        Diaries
        Display of a community action project
        Presentations
        Contributions to, or notes made during a discussion or debate
        Photographs, films or video
        Web page
        Entries on chatrooms and blogs
        Role play
        Campaigning letters, emails or press releases
        ‘silent debate’ (where groups of students write down their
         opinions, rather than speak them)
        Planning notes
        Exhibitions
        Performances
        Artwork
        Written work




                                www.teachingcitizenship.org.uk
              ACT is a registered charity in England and Wales (charity No. 1100180)
                   Registered Office Address: 63 Gee Street, London, EC1V 3RS
                                                               Assessment framework

                                                                   Unit title
                                           ‘Working with key players to improve my local community’

                                                                     Key concept
                                                             1.1 – Democracy and justice

                                                                    Key process
                                                        2.2 – advocacy and representation
                                                   2.3 – taking informed and responsible action

                                                                       Context
This unit of learning encourages pupils to play an active role in their local community. Pupils identify issues of concern in their local community
through research and consultation. They explore the role of the local council and consider how the council could help them improve / resolve
the issues identified. Pupils prepare a case for action and present this to local councillors. Councillors respond and pupils and councillors work
together to agree a way forward.

                                                                    Assessment foci
Pupils able to
    Demonstrate understanding of democracy in relation to the work of local government and how people can have a say
    Identify issues of concern in the local community and propose possible solutions / improvements
    Present a persuasive case for action in order to influence key players and bring about change




                                                             www.teachingcitizenship.org.uk
                                           ACT is a registered charity in England and Wales (charity No. 1100180)
                                                Registered Office Address: 63 Gee Street, London, EC1V 3RS
                Key activities / evidence                                   Success criteria                                Method/s of assessment
Information leaflet – pupils asked to design a             All                                                               Teacher assessment
leaflet for their peers explaining in simple                   describe one or two features of
terms the role of a local councillor / the work                  democracy
of the district council.                                       demonstrate limited knowledge and
                                                                 understanding of the role of a
Issue thinking sheet – having discussed                          councillor and the work of the council
issues of concern in their local community in                  identify what could be done to change
class and having undertaken research in their                    things in the community
local community pupils complete an issue                       explain in simple terms what action
thinking sheet recording their thinking about                    needs to be taken
how the issue could be addressed, coming up                Most
with possible solutions and related benefits /                 describe three or four features of
drawbacks. Having thought the possible                           democracy
solutions through they will then identify                      demonstrate knowledge and
which solution/s they are going to propose /                     understanding of the role of a
take action on shown by addition of post-it                      councillor and the work of the council
notes. The  / x on the sheet indicates which                 identify what could be done to change
proposals the pupil decides to take forward to                  things in the community, proposing
the council                                                     practical ways forward
                                                              make reference to results of research
Presentation of case for action to members                    explain in detail what action needs to
of the local council – having decided on a course               be taken and why
of action pupils try to influence members of the local
Council and persuade them of the need to support
                                                           Some
their proposals. In order to prepare for this pupils          describe five or more features of
make notes and these form the basis of their                    democracy
presentation to members of the local Council. They            demonstrate detailed knowledge and
also create a PowerPoint to support their case to the



                                                                     www.teachingcitizenship.org.uk
                                                   ACT is a registered charity in England and Wales (charity No. 1100180)
                                                        Registered Office Address: 63 Gee Street, London, EC1V 3RS
councillors                                                understanding of the role of a
(a) notes made re: case for action                         councillor and the work of the council
(b) and slides used to support case for action            identify what could be done to change
                                                           things in the community, proposing
                                                           practical and creative ways forward
                                                           make reference to results of research,
                                                           taking into account the needs of
                                                           various groups within the community
                                                          explain in detail, arguing persuasively
                                                           about what action needs to be taken
                                                           and linking action to impact




                                                             www.teachingcitizenship.org.uk
                                           ACT is a registered charity in England and Wales (charity No. 1100180)
                                                Registered Office Address: 63 Gee Street, London, EC1V 3RS
Pupil Evidence – Information Leaflet




                A local councillor is …..
               A councillor is a local politician and work for your
               local community. They are not paid for there duties
               but they could claim there expenses if they wanted
               to. Some councillors also do different full time jobs
               as well. Councillors help the needs of you and your
               town and also take part in local decisions.


                                      How are local councillors
                                      chosen?
                                      Councillors usually belong to a
                                      political party.
                                      The people vote for candidate’s who
                                      they think would do the best job at
                                      running local services.



                              What do local do?
                       Councillors provide a wide range of
                       services including: Street cleaning,
                       libraries, educational purposes (schools)
                       improving buildings planning’s and roads.
                       The council works with different
                       organisations including the police and
                       emergency agencies. Fulltime councillors
are in charge of all this but the elected councillors are told to do
long term strategy and improving plans.
                              www.teachingcitizenship.org.uk
            ACT is a registered charity in England and Wales (charity No. 1100180)
                 Registered Office Address: 63 Gee Street, London, EC1V 3RS
                            How do you meet a
councillor?
To meet a local councillor you can attend one of the surgeries
held regularly throughout the year.




                         Different things a councillor
would do?
A councillor must attend regular meetings to discuss local issues
and finances. They will also help individuals with problems
such as parking. Dog fowling and disputes with neighbours.




                       Who pays for the local services
they provide?
Local residents pay through their council tax, which is charged
according to the price band in which their house falls.




                           www.teachingcitizenship.org.uk
         ACT is a registered charity in England and Wales (charity No. 1100180)
              Registered Office Address: 63 Gee Street, London, EC1V 3RS
(pupil added this having delivered case for action to the local
councillor)
More I learnt:
There are different councillors for each issue. Each council is in
charge of their local community, just like the government are in
charge of the country. The council are like a mini government
for each community. Council can change loads of things but the
local residents have to agree and it also depends on how much it
is.




Parties are the people who elect the councillors and then the
council decide which role they will have within the council.
First before they are elected they make up a manifesto, which is
like a personal pledge witch helps may persuade people to elect
them as the councillors.




Councillors have a list of things to do but pick the most urgent
and important issue to deal with first. Each thing takes about 2
years plus to plan then it may go to action during that 2nd year or
the council may hold it for a few years. The problem will
depend on the amount of money, which it will cost or if the
residents agree.




                            www.teachingcitizenship.org.uk
          ACT is a registered charity in England and Wales (charity No. 1100180)
               Registered Office Address: 63 Gee Street, London, EC1V 3RS
Pupil Evidence – Issue thinking sheet




                                      www.teachingcitizenship.org.uk
                    ACT is a registered charity in England and Wales (charity No. 1100180)
                         Registered Office Address: 63 Gee Street, London, EC1V 3RS
Road safety most of the
time is for people at
secondary schoolEvidence
             Pupil
because as kids get older
they want to walk with                                                           Most the time this
there friends. So as soon                                                        only accounts to kids
as it comes near the end                                                         at school but it also
of school all of the kids                                                        accounts to parents
come out and parent                                                              with young children.
come to pick up there
kids from primary
school.




                                  Road safety!
                                  I think roads in
                                  Welwyn should be
                                  made safer by more
                                  parking spaces so kids
                                  don’t have to cross
                                  from between cars.




   Kids crossing from in                                                         There should be more
                                                                                 speed bumps so cars
   between cars!                                                                 will have to slow
                                                                                 down and kids will
                                                                                 feel safe crossing
   I think there should be                                                       roads.

   more spaces for cars to           Solution.
   park and car park near

   schools for parents to

   come to pick up kids.
                                                           More zebra crossing’s
                                                           so kids don’t need to
                                                           find a place in the
                                                           middle of the road to
                                                           cross.



                                         www.teachingcitizenship.org.uk
                       ACT is a registered charity in England and Wales (charity No. 1100180)
                            Registered Office Address: 63 Gee Street, London, EC1V 3RS
Pupil Evidence - Powerpoint slide notes

                            Road safety! 1st slide
                                   2nd slide
Did you know? That Road accidents kill or seriously injure an average of
2.5millon people a year. Now that’s got to stop.

3rd slide.
But I am concentrating on Welwyn garden city’s road’s safety. Welwyn is a
lovely place to live but nothing’s perfect and there’s always room for
improvement. The reason I am writing about Welwyn road safety is because
one day when I was in the car driving down knightfield. On the way to the
shops with my family. When I saw a little girl who had been hit by a car and
was on the side of the road with an ambulance and a crowed of people all
around her. She looked like there was something wrong because she didn’t
move or look the normal skin colour. The ambulance then put her into their
vehicle and that’s when I new there was something wrong. I have been extra
careful ever since that day when I cross roads, because I don’t want that to
happen to me.

4th slide
One issue is people parking on the side of roads. I think this isn’t very safe
because people will have cross from in between cars which means the they
won’t see what’s coming and BANG it’s to late. Another reason is I don’t think
there are enough zebra crossings and pedestrian crossings so put more in
and people will feel a lot safer if there a way of getting across the roads with
cars knowing their there. Also speeding, I have seen people speeding down
little roads when there not meant to. But it’s hills that I don’t like. Loads of
people like speeding down hills but it’s not safe.

The main road I am concentrating on is Knights field next to monks walk as
that is were I saw the little girl, Knocked down. I think people go down
knightfield really fast because they think its fun (which its probably is) but
there’s a school next to it and its not safe. I think we should put a crossing at
the bottom of it we do have island at the bottom but ever since I saw that
little girl I don’t they are safe.



Solution! Slide 5 and 6
Can you change the things I have mentioned? Here are a few of my solutions.
I think to help people feel safer there should be more speed bumps to stop
speeding or even speed cameras and put them in the little places people
wouldn’t think they would be. Also like I said just a minute ago we should put
more pedestrian crossings and zebra crossings in. We could also put in more
parking spaces next to the pavements but if you only have a little space why
don’t we make more garage’s for people to park there cars in. Or either make

                              www.teachingcitizenship.org.uk
            ACT is a registered charity in England and Wales (charity No. 1100180)
                 Registered Office Address: 63 Gee Street, London, EC1V 3RS
the car parks bigger for more cars to fit in. What do you think? I’ve given
some solution’s. Do you agree?

What could the local council do? slide7 and 8

The local council could help to provide all the equipment needed to do this
and get permission to do it to. As you have the power. If this did all happen I
think it would make a great difference the amount of car accidents. Also I
think it would make people feel safer to go walking and that will help the
environment a lot with global warming. Therefore in the future it will equal
the car accident rates will go down.

Personal pledge. Slide 9

If just one of these changes or made or all of them. It will be great for me. I
would in fact design a huge poster to encourage children and adults to walk
more by using the pedestrian crossings and zebra crossings, and driving more
safely because of the pedestrian and zebra crossings and the speed bumps
and speed cameras.

What if nothing is done? Slide 10

If nothing is done I think the car accidents rates will go up and more and
more people will not want to walk to places and more cars will be brought
into the world. I think that is terrible and I never want that to happen to this
world or city. Also if nothing is done it may not just be people being knocked
down by walking it may be people in cars not being able to get passed cars
parked and that’s when it will cause a problem and might even cause a crash.
So there is my issue we all know that roads aren’t very safe but let’s make
them a safer place to cross and drive.
That’s all I can do. So now I need you’re help the whole if the city does.
Lastly which councillor would be in charge of my issue?

Click last slide.




                               www.teachingcitizenship.org.uk
             ACT is a registered charity in England and Wales (charity No. 1100180)
                  Registered Office Address: 63 Gee Street, London, EC1V 3RS
                    Assessment framework

                             Unit title


                           Key concept


                           Key process


                              Context




                         Assessment foci




                  www.teachingcitizenship.org.uk
ACT is a registered charity in England and Wales (charity No. 1100180)
     Registered Office Address: 63 Gee Street, London, EC1V 3RS
Key activities / evidence               Success criteria                           Method




                                 www.teachingcitizenship.org.uk
               ACT is a registered charity in England and Wales (charity No. 1100180)
                    Registered Office Address: 63 Gee Street, London, EC1V 3RS

				
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