Breakout+5

__//**Assessment issues associated with the implementation of NZC**//__

The spirit of change in NZC - lifelong learner, school-based contextual curriculum, interconnected nature (integration) more participatory view of learning and teaching, teaching as inquiry.

//What are the assessment implications if this spirit of change is enacted?

Where might 'twenty first century' learning fit in?

What part should the key competencies play in all this?//

Can you assess 'learning to learn'? It is integrated within contextual learning. How do we learn to learn? NOT BY OSMOSIS

You can not force a student to be a learner - but with support, students will participate in making assessment decisions (active, connected life long learners.)

If students are going to be life long learners, they need to be able to judge when they have done good learning.

The principles of the NZC are integrated with the Key Competencies and the learning areas.

//__**How do we bring these aspects together for a coherent curriculum?**__//

- Use of ICT - Context of learning (big ideas and focused themes) - Inquiry learning and integrated topics - Assessment methods - Values clarification activities - Extra-curricular activities and responsibilities

Learning activities can help build knowledge into more coherent patterns but they are not a substitue.


 * __**Old Skool ||New Skool**__ ||
 * Filling up with received knowledge ||Using knowledge in ways that strengthen ||
 * Students treated as independent scholars ||Focus on knowledge construction and on learning in social as well as individual settings ||

Students require strategic awareness and the ability to make meaning. How do we teach this?

How do we see evidence of learning? What support will teachers/students need if what is assessed is to become much broader?

It takes careful research to clearly describe growth in learning in key areas. (Asttle, PAT's etc.) New links to existing knowledge. Who makes the judgement about the connections made? What level of inference is involved in deciding this judgement?

Should we assess key competencies?

What connects the "Front End" and the "Back End" of the curriculum?

Are KEY COMPETENCIES be the glue??? the drivers of change....

What can changed outcomes look like when key competencies are used to transform disciplinary learning?

Teaching THROUGH knowledge FOR capabilities.