Evaluating+the+Topic

Making Evaluation Meaningful **Authentic learning should be followed by authentic assessment**. The performance of a learning task and the assessment of the task should be seen as inter-connected, (Jonassen, Howland, Marra, Crismond, 2008). The tasks we have suggested throughout the topic are able to be used as performance assessment activities. Because of the wide use of ICT within the topic, we would strongly suggest using E-portfolios as a means of gathering data, which could be used in assessment.
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Electronic Portfolios There are a wide range of reasons why e-portfolios are a useful tool for students and teachers.
 * Students need to be responsible for the system they use, and the storage of material.
 * They can choose for themselves what materials they decide are important.
 * They are able to store a wide range of materials, written, digital recordings, downloads, photos.
 * It could be a group portfolio. Members will have to negotiate what goes into it, and manage it together.
 * Students are able to make changes to their work as their knowledge of the topic increases. It also allows the teacher to give ongoing feedback.
 * Students are able to reflect on their work, and to think about what could be improved next time.

__Setting it up__
 * Firstly establish the purpose of the portfolio.
 * What are the learning outcomes involved.
 * Who is this portfolio intended for? Teachers, students, parents.
 * Add reflective questions at the end of the topic (Jonassen, et al 2008).

Once a portfolio is up and running, the teacher can then use any of the tasks within it as an assessment document.

There are other methods of evaluation, but there are also steps that should be followed, no matter what style you choose.

Decide on what/how you are going to evaluate. Many of the tasks in this topic are group based activities. You will need to decide if you are going to assess individuals, or groups, or both. This may alter your style of assessment. Evaluating groups may include looking at how well they have co-operated, how evenly the tasks were distributed and completed, as well as the piece of work submitted.

Set Goals At the outset of the topic, decide with the students on the outcomes you wish to achieve. These may be quite specific, or more general in nature. Allow for differentiation. You may set up a table of Learning Goals to be achieved, some compulsory, others optional, that can be ticked off as the work progresses. It may include curriculum achievement goals, goals around using a new ICT skill, or include aspects of the Key Competencies. Specific learning goals displayed in the classroom alongside clear success criteria are a constant reminder of the direction the learning is going in.

Some specific learning goals may be: - I will produce a podcast that demonstrates how to advertise a product that is a healthy food choice. - I will deliver a speech using persuasive arguments about the effect of advertising on children. - I will make a detailed list of persuasive language and display these using wordle. - I will create a healthy meal using some of the produce from our school garden. - I will demonstrate an new technology skill that I have mastered.

If students have a clear idea of what their goal is, they will have more chance of achieving it.

Portfolios. Have the student keep a copy of any written work they produce. These may include posters, notes of interview, photos. By the end of the topic, it may be important for the student to have a body of work to choose from to make a presentation.

Learning Wall Leave a display space available. Put some of the ideas for inquiry, and specific questions to be looked at on it. As students discover information, they can display and date it. This gives the teacher and students an overall view of how the topic is progressing, and enables the teacher to evaluate work in an ongoing manner. You will be able to provide constructive feedback to groups or individuals on what they have done, and what to continue to work on.

Presentations We have suggested as a major concluding activity a 'healthy celebratory meal' produced from their school garden. This will involve growing, advertising, and producing the meal. An evaluation of part, or all of the process may be conducted. If parents are invited to attend, they may be part of the evaluation process, by asking them to fill in an evaluation sheet at the end of the meal.

Peer evaluations Because of the scope of the topic, co-operative learning groups may have been used. If groups were responsible for investigating different aspects of the topic, a good evaluation task is to then have each group explain what they have learnt to another group. Using a specific set of guidelines (clarity of ideas, presentation etc) each group could evaluate the other.

- Viewing podcasts - Viewing interviews of participants, (growers market stall holders) - Submitting a written report. - Submitting a newspaper article. - Viewing a wiki which displays the students overall learning on the topic. || ||
 * Other ideas

With new technology available, and an emphasis on Inquiry learning, assessment and evaluation needs to be thought of in a new way. We need our students to show that they have acquired a depth of knowledge, not just a surface memory of facts. They need to show that they can apply this new knowledge in different contexts. To do this, we as teachers must provide a range of rich, multidisciplinary tasks. Before an investigation begins, there needs to be a discussion on what is required, specific goal setting, and clear lines of communication between the teacher and student, to facilitate any needs they may have. By evaluating on authentic tasks, students will be more likely maintain motivation and interest, (Yelland, 2007).

References Jonassen, D., Howland,J., Marra, R., & Crismond, D. (2008) Assessing meaningful learning with technology. In //Meaningful learning with technology.// (pp218-240) Upper Saddle River, NJ: Merrill-Prentice Hall. Yelland, N. (2007). New contexts for learning. In //Shift to the future:Rethinking learning with new technologies in education// (pp.21-48). New York, N.Y: Routledge