8141 and Student Outcome Statements (Developed in conjunction with David Brown)

Also See: http://www.southwest.com.au/~jfuller/login/strategies.htm 

See here for general comments about the structure of Sample SOS material on this Site.

Comment: This page describes a new Lower School unit called "8141 Introduction to Multimedia". The unit is structured to address the Student Outcome Statements. Hopefully this material will help in sorting out how to address SOSs.

The strategy adopted in designing these notes is to focus on one tightly defined aspect of the SOSs. The alternative is to set a more general Task and then try to sort out just which Outcomes the student satisfies (in your Learning Area AND across the curriculum). I don't believe the 'general' approach can work in secondary schools where teachers have limited day to day contact with students (even in primary schools it would be a logistical nightmare!). - An argument for 'middle schooling' and team teaching? - not necessarily.

When designing this type of material, the first step is to decide which Strands will be covered and which Levels within each Strand approximate the expected 'range' for your group. You must be conscious of the fact that some students may be operating outside this predicted range and make allowances for them. In this example it was decided to develop a unit that covered the Technology and Enterprise Learning Area as outlined below:

Also ... In my opinion the key to the success (or otherwise) of Outcomes-based education is a reasonable, workable, school reporting system.

The  material below consists of:
    Unit Outline.
    A Sample Task.
    A Sample Feedback Key.

Unit Outline (Still under construction...)

8141 Introduction to Multimedia

Learning Area: Technology and Enterprise: Technology and Enterprise

Strands: Technology Process, Information, Systems: Technology Process, Information, Systems

TP 3 Uses an understanding of the relationship between aesthetics and social and environmental effects when generating and communicating designs, both graphically and through models; plans and achieves production, making safe and efficient use of resources; and evaluates whether criteria relating to functional and aesthetic criteria were met.

TP 4 Considers the values and beliefs held by the developer and user when determining the appropriateness of technologies; applies this understanding when creating, communicating and justifying designs; and in planning, adapting and producing technologies includes social and environmental criteria when evaluating progress and results.

TP 5 Understands the relationship between the needs of individuals, communities and environments and assesses the appropriateness of existing technologies; considers functional, aesthetic, social and environmental issues in design and production proposals; safely and effectively organises, implements and controls production so specified standards are achieved; and evaluates in an ongoing way and includes assessment of how results meet design requirements, including appropriate codes of conduct.

I 3 Considers the needs of the particular audience when selecting and using appropriate techniques, resources and equipment to create information products using sound, images and text.

I 4 Understands that the meaning audiences make of information is influenced by its form, structure, style and presentation; and applies this understanding to the creation of information products and processes, using recognised methods, rules and languages.

I 5 Understands that the form, transmission and controls applied affect the use of information and that accuracy, privacy, global access and distribution are issues to be considered; and applies this understanding to the use and creation of information to achieve particular effects.

I 6 Understands that the values, attitudes and experiences of individuals, communities and societies influence the nature and development of information products and processes; and applies this understanding and uses recognised procedures associated with appropriate information technologies when developing information products and processes.

S 3 Identifies simple cause and effect relationships in systems and explores how human and physical systems affect people and the environment; and uses this understanding to develop and test systems, selecting and using appropriate resources, equipment and techniques.

S 4 Understands that the elements in a system, including people and components, are related and can work in a variety of sequences; and relates this understanding to the construction, management and control of systems for specific purposes, measuring their performance using own methods.

S 5 Understands how particular systems work, are operated and controlled, the way people interact with them and their influence on communities and the environment; applies this understanding to the control of selected systems; and, when assembling systems that perform specific functions, devises fault-finding procedures to maintain them.

A Sample Task

8141 - SAMPLE TASK

8141 Introduction to Multimedia

TASK 1 Advertising Flyer                                                                                  Due Date: _______________

TP 3 Uses an understanding of the relationship between aesthetics and social and environmental effects when generating and communicating designs, both graphically and through models; plans and achieves production, making safe and efficient use of resources; and evaluates whether criteria relating to functional and aesthetic criteria were met.

TP 4 Considers the values and beliefs held by the developer and user when determining the appropriateness of technologies; applies this understanding when creating, communicating and justifying designs; and in planning, adapting and producing technologies includes social and environmental criteria when evaluating progress and results.

TP 5 Understands the relationship between the needs of individuals, communities and environments and assesses the appropriateness of existing technologies; considers functional, aesthetic, social and environmental issues in design and production proposals; safely and effectively organises, implements and controls production so specified standards are achieved; and evaluates in an ongoing way and includes assessment of how results meet design requirements, including appropriate codes of conduct.

In this Task you are going to use a Graphics Package (only) to produce a one-page 'Flyer' to advertise a new multimedia product your company is going to release soon. You will be producing the multimedia product in Task 2.

In Task 2 you will be producing a multimedia product based on a current social, or environmental issue. For Task 1 you should imagine that you have already created the product and you are now producing a one-page advertising leaflet (a "flyer") to be distributed to your clients. The flyer should showcase your skills with the graphics software as well as promoting your multimedia product.

• A signed (by your teacher), dated proposal describing the topic and your reasons for selecting that topic.
• A detailed plan, also to be signed and dated (by your teacher), outlining when particular activities will be completed and how they will be achieved.
• A design document, submitted before actual work on the flyer commences, detailing colours, layout and content and your reasons for the design.
• A Work Journal (diary) of actual work completed.
• An evaluation of the final product describing your successes and failures and how you might improve things in the future if you were to repeat this Task.
• All rough notes and drawings.

Comment: It is important that the submission requirements link back to the 'level' statements in each strand. The material submitted by the students will be assessed in terms of the stand statements (obviously). Students must be guided into submitting material that allows such assessment.

Notes about Assessment:

You should make sure you have addressed all of the points listed above under the heading "You must submit for assessment". You should also read through the "Feedback Key" (below). Your teacher will use this information to assign a 'level' for the Task. It would be wise for you to use the same information and treat it as a "checklist" to make sure you have completed everything the Task asks for.

Sample Feedback Key

8141 Introduction to Multimedia

TASK 1 - Advertising Flyer

Feedback Key                                                                               NAME: _____________________

Comment: Each point above links back to the Strand statements. It is essential that a third party (student, parent, superior, or colleague) must see the relationship between the method of assigning the final 'level' and the Strand statements. When using this Feedback key a pattern should emerge where you find you can no longer tick the box with certainty. (It must be assumed that if a 'higher' level is achieved then all associated 'lower' levels will also be achieved - assuming you and the original creators of the 'levels' developed a valid assessment instrument.)

The 'cut-off ' point may not be definite. Teacher judgement may be called for (as always).

Based on the criteria above you have been rated at:

Teacher ______________________________ Date: ______________________

Comments: ________________________________________________________________

__________________________________________________________________________

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