Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Final Assessment

No description
by

Sinead Tuohy

on 5 April 2016

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Final Assessment

Junior Cycle
Profile of Achievement
Classroom-Based Assessments
Subjects & Short Courses
Session Three
Looking Forward: Planning & Assessment in Junior Cycle Business
Learning Intentions
Final Examination
(including Assessment Task)
Other areas of learning
Wellbeing
Level 2 Learning Programmes
To further develop our knowledge and understanding of assessment
JCPA
Departmental Planning for Teaching, Learning and Assessment

In groups
read
and
analyse

the following Learning Outcomes:
Collaborative Planning
Activity
Discuss
Planning for Assessment
Feedback
Next Steps
Considerations for Planning
Further Supports

Enterprise: 2.7, 2.8
Our Economy: 3.3
Key Messages
Checking In
Checking In - Where are you in relation to your understanding of the Specification?
1
5
10
3
7
Prompts
When planning consider:
The Business Studies Specification
37 learning outcomes
The Glossary within the Business Studies Specification
Business Studies at Personal, Local, National & Global levels
Sample Learning Outcome Linking Documents
Subject Department Plan Template
Sample Subject Department Plans
Your Existing 1st Year Department Plan

What are the key concepts ?
The Junior Cycle Learning Journey
Business Studies
Second Year
First Year
Strands and Learning Outcomes
Rich Learning Experiences
Third Year
Classroom-Based
Assessment
Subject Learning and Assessment Review
meeting (SLAR)
Checking in
Classroom-Based
Assessment
Subject Learning and Assessment Review meeting
Checking in
2nd Year
3rd Year-End term 1
FORMATIVE ASSESSMENT
Formative Assessment
Formative Assessment
Final Examination
Checking In
3rd Year- End of Year
Rich Learning Experiences
Rich Learning Experiences
Business in Action
Presentation
What will students
say, make, write or do
that will indicate where their understanding of the key concepts are?
Personal
Finance
13
Enterprise
13
Our
Economy
11
Personal
Finance
13
Enterprise
13
Our
Economy
11
Strands and Learning Outcomes
Formative Assessment
Personal
Finance
13
Enterprise
13
Our
Economy
11
Strands and Learning Outcomes
Assessment Task
Students are given three options from which to choose a Business in Action project:

1. Enterprise in Action
2. Economics in Action
3. Finance in Action

CBA 1: Business in Action
Learning
Teaching
Assessment
CBA 2: Presentation
In order to complete this Classroom-Based Assessment students will be expected to:

• undertake some

original investigative work
in order to find out more about the topic

explain their interes
t
in the topic

evaluate what they have learned
about the business environment as a result of their investigation

reflect
on how they see the world differently and
how their behaviour has changed
having engaged with the topic
• demonstrate the
development of their communication skills
through presentation.




Learning Outcomes are our bedrock for planning
Plan for assessment at the outset
Plan collaboratively at departmental level
Planning is for teaching, learning and assessment, not paperwork
Assessment Task
The Assessment Task links to the priorities of the Presentation, which offers students the opportunity to apply their knowledge, skills and understanding to different real-life settings and to develop their communication skills.
Happens in class time after the 2nd Classroom-Based assessment
Happens to a national timetable
Is administered by the teacher
SEC will mark it and it will be included in the SEC grade
Will form up to 10% of the SEC grade


Exploring the CBAs
Feedback
Read the information on the two Classroom-based Assessments

There will be one examination paper at a
common level
, set by the State Examinations Commission (SEC).

The examination will be no longer than
two hours in duration
and will take place at the
end of third year.

During this assessment, students will be required to
engage with, demonstrate comprehension of, and provide written responses to stimulus material.

In any year, the
learning outcomes
to be assessed will constitute a sample of the relevant outcomes from the tables of learning outcomes.
What
skills,
relevant to Junior Cycle Business Studies, are being assessed in the Classroom-Based Assessments?
p.
Personal
Finance

Enterprise

Our
Economy
2016-2017: 8 hours of planning time
2016-2017: Full CPD Day- focus on assessment, CBA and SLAR meetings
Programme of Elective CPD informed by teacher needs
Website: Business Studies/ Whole School sections
Email contact with JCT advisor
Each Other!
david.bane@jct.ie
emer.morrissey@jct.ie
roisin.nicleoid@jct.ie
sinead.tuohy@jct.ie
www.jct.ie
Assessment in Junior Cycle Business Studies
Learning outcomes
Strands
Assessment
What is new?
Final Examination
Key Messages
Rich learning experiences are key
Formative assessment is vital
Junior Cycle approach to assessment gives students deeper, broader experience of Business Studies
Considerations for Planning
When planning consider:
The Business Studies Specification
37 learning outcomes
The Glossary within the Business Studies Specification
Business Studies at Personal, Local, National & Global levels
Sample Learning Outcome Linking Documents
Subject Department Plan Template
Sample Subject Department Plans
Your Existing 1st Year Department Plan

Departmental Planning Meeting
Plan for best use of 8 planning hours for next year
Consider planning further units of learning based around learning outcomes and aligning assessment with learning

Become familiar with the Learning Outcomes (p4-6 & p16)
Try some of the strategies in you classes
Feedback
Remember personal, local, national contexts
www.curriculumonline.ie
To experience a departmental approach to planning a unit of learning using learning outcomes
What are the
verbs
from the
glossary?
Review our sample terms plans (p19)
Three years of teaching and learning permeated with 'checking in'
Building a Unit of Learning
1.9
1.10
Key Concepts
Understanding ethics
Wider impact of our personal consumption
Assessment
Decision tree
Class discussion
T

Session 2
SLAR Meetings
Subject Learning and Assessment Review

Takes place
after the CBA
in Year 2 & 3

Develop a
collegial professional culture
and
build confidence
about teacher judgement
Help to
ensure consistency and fairness
within and across schools
Support teachers in
reflecting on
the
evidence
of work and to
share the learning and teaching strategies
Business in Action is a
group
project. It comprises four areas of activity:
conducting research
evaluating information
developing action plans
reporting findings



For successful completion of the Classroom-Based Assessment, students must submit a
r
eport on their research findings and action plan
.
The submitted report is the

evidence of the students’ learning.

The Presentation is an individual project. It comprises three areas of activity:
1. investigating
2. reflecting on learning
3. communicating
Students are precluded from presenting on their Business in Action Classroom-Based Assessment.
Decision tree
Class discussion
Teacher observation
Informal debate
To consider our 'next steps'
Class discussion

Decision tree

Teacher observation

Ongoing informal debate

Planning Teaching, Learning and Assessment
Understanding ethics

Wider impact of our personal consumption

How technology can affect consumer choice and behaviour
kEY Concepts
Assessment
1.9

Debate the ethical
and sustainability
issues that arise from their consumption of goods and services and evaluate
how they can contribute to sustainable development through
consumer behaviour

1.10

Discuss and evaluate how
globalisation and
developments in technology impact on consumer choice and behaviour


Learning Outcomes
p.12-14
How might you engage with these in your classroom?

What
learning experiences

could you create that would help to develop
students' understanding
of the key concepts?
p.17
p 7-10
p.18
p.17
p.4-6
Full transcript