The chart depicted below shows the scope and sequence plan for a 200-hour Information and Software Technology (IST) course. The course covers the syllabus as prescribed by the Board of Studies, New South Wales ("Information and Software Technology Years 7–10: Syllabus", 2003, p. 15-30).This course covers the following optional topics: 1) Digital Media, 2) Database Design, 3) Software Development & Programming and 4) Internet & Website Development. The projects or tasks associated with the optional topics incorporate the core topics listed below: C1- Design Produce and Evaluate, C2-Data Handling, C3-Hardware, C4- Issues, C5-Past, Current and Emerging Technologies, C6-People, and C7-Software. The prefix C1-C7 identifies the core topic and would be used in the chart to the show the link between the course and the prescribed syllabus Wales ("Information and Software Technology Years 7–10: Advice on Programming and Assessment", 2003, p. 6). The expected outcomes are listed as numerical identifiers of stage 5 outcomes taken from the Information and Software Technology Years 7–10: Syllabus (2003, p. 12-13) document. For example, outcome 5.2.1 in term1 of year 9 points to “describes and applies problem-solving processes when creating solutions” of stage 5 outcomes (Information and Software Technology Years 7–10: Syllabus, 2003). Scope and Sequence Plan Year 9 Term 1 Option 1 Digital Media Project ( 10 Wks) Description: Students develop skills to workout solutions in a group to an imaginary or a real life business problem and develop a presentation project collating all these solutions. The media selected for the project would be on the basis of consensus by different groups. The final presentation using the selected media should show how... ... middle of paper ... ...l for Teachers. Retrieved from http://www.cal.org/caela/esl_resources/reepproj.pdf Elwood, J. (2006). Formative assessment: possibilities, boundaries and limitations. Assessment in Education: Principles, Policy & Practice, 215-232, doi:10.1080/09695940600708653 Markham, T., Larmer, J., & Ravitz, J. L. (2003). Project based learning handbook: A guide to standards-focused project based learning for middle and high school teachers. Novato, Calif: Buck Institute for Education. Information and Software Technology Years 7–10: Syllabus. (2003, June). Retrieved April 10, 2014, from http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/info_soft_tech_710_syl.pdf Information and Software Technology Years 7–10: Advice on Programming and Assessment. (2003). Retrieved April 10, 2014, from http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/info_soft_tech_710_support.pdf
...teacher see what their students know, wonder about and techniques they use to make sense of the world and the classroom. This information can then be used by the teacher to differentiate instruction. The teacher can recover material, present alternative activities that students are more receptive in order to foster student responsiveness and engagement. In Page Keeley’s article An Introduction to Formative Assessment Classroom Techniques (FACTs) she articulates the purpose and power of a classroom that frequently uses formative assessments by saying, “it organizes the entire classroom around learning and informs ways teachers can provide more effective learning experiences based on how their own” (10). Formative assessments foster a supportive classroom community where students and even teacher thoughts are encouraged and in turn shape the future of that classroom.
The fourth resource in the category of formative assessment was a book written by Connie Moss and Susan M. Brookhart titled, Advancing Formative Assessment in Every Classroom published in 2009. This text focused specifically on classroom lead practices aimed at building strategies to improve the formative assessment process. Like many other collected sources, this book stresses the idea that formative assessment improves student achievement and raises teacher quality as well. Besides explaining the formative assessment
Formative assessment was first used by Scriven (1967), but studies focused on formative assessment in ESL and EFL classes started in 2000. Among very few studies on formative assessment practices includes the ones of Gattullo (2000) Ruiz‐Primo & Furtak (2007), Pham (2012), Buyukkarci (2014) and Wubshet & Menuta (2015).
Although somewhat vague compared to summative assessment, several key features help frame formative assessment. First, formative assessment happens while learning is taking place as opposed to at the end of content delivery. Rather, this is considered “assessment for learning,” (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012, pg. 5). The format is formal or informal, but the outcome in its use is an in-progress check of what students know and what students do not know. Chappuis, Stiggins, Chappuis, and Arter (2012) define formative assessment as, “Formal and informal processes teachers and students use to gather evidence for the purpose of improving learning,” (pg. 24). Second, this type of assessment is used to make instructional strategy adjustments. If student learning did not happen via one instructional method, the teacher must make the necessary accommodations to reteach the concept or skill. Next, it is not only used by teachers for feedback on instruction, but formative assessment is also used for providing timely, descriptive feedback to students and extends to allow for student self-assessment (Chappuis, J., Stiggins, Chappuis, S., & Arter, 2012; Popham, 2008). Formative assessment provides opportunity to provide specific feedback to students on where they are currently in their learning, and where they should be headed.
Flynn, Donal J.; "Information Systems Requirements: Determination and Analysis"; McGraw-Hill Book Company; 1992Parnas; 1985; taken from: Sherer, Susan A.; "Software Failure Risk – Measurement and Management"; Plenum Press; 1992Jones, Carpers; "Patterns of Software Systems Failure and Success"; Thomson computer press; 1996Neumann, Peter G.; "Computer Related Risks"; Addison-Wesley publishing company; 1995Petroski, Henry; "To Engineer is Human"; MacMillan Publishing; 1985Flowers, Stephen; "Software failure: management failure"; Chichester: John Wiley and Sons; 1996.Report of the Inquiry into the London Ambulance Service; February 1993. Simpson, Moira (1994); "999!: My computers stopped breathing !"; The Computer Law and Security Report, 10; March – April; pp 76-81Dr. Dobbs Journal; January 1997 edition<a href="http://catless.ncl.ac.uk/Risks">http://catless.ncl.ac.uk/Risks<a href="http://www.scit.wlv.ac.uk ">http://www.scit.wlv.ac.uk <a href="http://www.bbc.co.uk/news">http://www.bbc.co.uk/news<a href="http://abcnews.go.com/sections/travel">http://abcnews.go.com/sections/travel
Black, Paul. (2003). The Nature and Value of Formative Assessment for Learning. Improving Schools. 6 (3) 7-22
There is a wide range of how formative assessment is conducted. The use of questioning is a clear example of using formative assessment; the ...
Mariani, M. "Computers and Career Guidance: Ride the Rising Tide." Occupational Outlook Quarterly 39, no. 4 (Winter 1995-1996): 16-27.
Rainer, R., & Cegielski, C. (2013). Introduction to Information Systems. London: John Wiley and Sons Inc.
Zeleny, M (ed.) 2000, The IEBM handbook of information technology in business, Thomson Learning, London.
For more than 20 years, formative assessment has been highly researched and even accredited as a critical part of a teacher’s pedagogy. In the last decade it (formative assessment has become something of a buzzword and in some cases a mandate in k-12 schools across the country. Formative assessment can be defined as a part of the instructional process intended to gather information and provide feedback for both students and teachers that allow for needed
Stair, R. M. (2008) Fundamentals of business information systems, Australia; United Kingdom: Course Technology CENGAGE Learning.
My interest in Information Systems Management was drawn when I was working on my final year project at Maharashtra Institute of Technology under the able guidance of the head of the Computer Engineering department. Professor R. K. Bedi’s support provided a much needed boost to my confidence in my programming skills. This new found confidence, in conjunction with the organization management skills I had acquired through active participation in extracurricular activities like “Tesla”, in inter college programming fest, made me realize I wanted to pursue a program that had comprised a blend of both the computer science and management disciplines.
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a
Collaborative and cooperative learning promotes student learning through group-oriented activities. Collaborative learning is a method of teaching and learning in which student teams will work together to create a meaningful multimedia project. Cooperative learning, which will be the primary focus of this paper, is a specific kind of collaborative learning. In cooperative learning, students work together in small groups on a structured activity. Cooperative groups will work face-to-face and will learn to work as a team. The multimedia project will allow all students to benefit from gaining a deeper knowledge of the multimedia matters through communication with their peers and building relationships among their peers of different ethnic, backgrounds, learning abilities and gender.