91368+(2.41)+My+Stuff

Home / Level 2 / 91368 (2.41)

NZQA Stuff [|here]

with minimal advice and guidance from you and without relying on help from fellow students? (Evidence: classroom observation.) For more on this measure, see below. (Evidence: finished product.) they can quickly pick up where they left off? Do they spend time wandering and chatting to classmates? Do they find something to go on with if the machine they need is in use or out of order? Do they think before they act and so avoid time-consuming undoing and redoing? (Evidence: classroom observation.) student know what to do and get on and do it, or do they rely on trial and error? Do they use data from testing to guide next practice? Do they use the correct tool for the task? (Evidence: students’ dated log entries or annotations, classroom observation.) files or using jpegs so that they are efficient sizes. (Evidence: annotated screen shots of filing, classroom observation.) Economy of time, effort, and resources are often linked. For example, choosing the correct tool will save time and effort and minimise wastage.
 * MEASURES **
 * //**Independence** //relates to the student’s manner of working. Specifically, do they get on and make the agreed product
 * //**Accuracy of execution**// is one of the main ways in which skill (the criterion for merit and excellence) can be recognised.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//**Economy of time**// relates to personal organisation. Do students look after their resources between periods so that
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">**//Economy of effort//** is about working efficiently. It is a function of knowledge, thinking, planning, and skill. Does the
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">//**Economy of resources**// is about minimising the use of materials (paper, ink) and raw data. For example compressing


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">RECORDING OF EVIDENCE **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">As teacher, you need to be able to demonstrate that your judgments are soundly based. This means some recording of <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">evidence is necessary. Recording of evidence should not, however, be time consuming or onerous. Students could be <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">asked simply to keep a record of progress and how they have resolved problems – maybe by annotating construction <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">plans or the equivalent. You could add your own observations to the students’ records. Students could also provide <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">evidence by: <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">By asking your students to record evidence, you reinforce that their manner of working is also assessed in this standard. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt; line-height: 1.5;">Ensure that all students have the opportunity to explain clearly why they did, what they did.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">establishing a schedule of tests and briefly recording the outcomes of tests as they apply them
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">creating annotated screen shots of data entry forms and filing systems.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">INDEPENDENCE **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Ensure that all students know what “make with independence” looks like (these notes on ‘make’ are for your guidance

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">only).


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Achieved – Make (with some guidance) **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">“With some guidance” means the teacher (or peers) may:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">respond to student-initiated requests for assistance – for example, where to find suitable material or what tool to use
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">sometimes prompt the student to – for example, consider other options, think about the wisdom of a choice or reread

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">the brief.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The teacher (or peers) may NOT, however:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">make any decisions for a student
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">assist a student in any hands-on way (do any part of the project for them)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">respond to frequent questions or requests for step-by-step guidance.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Merit – Make “with independence and accuracy” **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">“With independence” means the student:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">owns the practice (acts as if responsibility for achieving a quality outcome sits with them)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">plans effectively, thinks ahead, is well organised, self starting, and self managing
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">does their own decision-making
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">books any equipment or machines they need in a timely fashion
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">purchases and/or brings the required materials in timely fashion
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">stores their work carefully so that it is easily retrieved at the start of the next period
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">carries out appropriate checking and testing and takes corrective actions as necessary
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">recognises and deals with issues promptly instead of allowing them to blow the timeline
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">is always able to describe what they are doing and why, and describe where their project is up to.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">It does NOT mean that the student:


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">is unable to ask for help with technical or safety issues (for example, faulty equipment)
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">is responsible for the consequences of inadequate project storage facilities
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">is responsible for supplying resources that the school should be providing.


 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Excellence – Make “with independence and accuracy” **

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">There is no step-up on “independence and accuracy” for excellence, see Merit.