NCEA ANALYSIS
for Teaching and Learning
Cheryl Harvey - Secondary Literacy and
Te Kotahitanga Facilitator
Jennifer Glenn - Secondary Facilitator –
Specialist Classroom Teachers
NCEA ANALYSIS for Teaching and Learning
INTRODUCTION
This resource has been developed to support secondary schools and teachers as they consider NCEA evidence and implications for their classroom practice. It provides a model for looking at the data through a different lens. The material in the resource comes from an analysis of examiners’ reports, moderators’ reports and explanatory notes of the Achievement Standards for 2004 and 2005. This model can be updated and adapted according to the needs of an individual school or department.
Reports have been completed for the following subjects:
English Science Technology Media Studies Biology Physical Education
Visual Arts Chemistry Classical Studies French Physics Drama
Music Accounting Geography History Economics Mathematics
Home Economics Graphics
FRAMEWORKS FOR ANALYSIS
The reports have been analysed according to:
1. Literacy and Language:
comments from the reports are categorised according to :
· Surface features – such as neatness, layout, spelling
· Vocabulary
· Writing
· Reading
· Information skills
This analysis is divided into NCEA Levels 1, 2 and 3.
2. Thinking:
comments linked to thinking from the reports are allocated to one of the 6 levels of Bloom taxonomy. This was chosen as it links most directly to the language of NCEA. Comments from the reports are categorised according to:
· Remember
· Understand
· Apply
· Analyse
· Evaluate
· Create
This analysis is divided into NCEA Levels 1, 2 and 3.
3. Extension features - towards Merit and Excellence:
Specific comments are included which describe what students have done which lifts their responses into either Merit or Excellence at all three levels.
4. Main reasons for Failure:
Specific comments are included which describe the reasons for student failure at all three levels.
5. Specific Directives to Teachers:
Often in the reports, there are direct suggestions made to teachers about what is needed to improve the learning and the subsequent student outcome.
6. Vocabulary:
The report includes key vocabulary , encountered either in the assessment reports, or in the explanatory notes which accompany the standard. The words are simply listed for teachers in that curriculum area to note and to use. Reference back to the Assessment Reports and the Achievement Standards would give the context and further detail. One result of this analysis has been an awareness of the amount of vocabulary a student will have to master across a range of subjects in a given year.
USING THE ANALYSIS
There are many ways using the resource to inform teaching and learning. It is possible to cut – and paste – the material in a range of ways. For example:
· to link to a school goal or initiative – eg a target group such as Level 1 Literacy can be cut across all curriculum areas to look at both curriculum specific and generic learning needed for success
· a particular aspect of Literacy can be cut through all levels to note the development and progression – eg Information Skills in the development of a cross-curricular research process where skills are built from Year 9
· where a school seeks to raise the numbers of students gaining Literacy and Numeracy, or gaining NCEA Level 1, the Reasons for Failure category can help departments set goals for improvement
· a department seeking to lift the numbers of students reaching Merit and Excellence across the board may look to the Extension Features for Merit and Excellence for guidance
· where a particular standard has been identified as a target in a curriculum area, the combination of general comments and Specific Directives may be used to develop goals
If you are using this resource please acknowledge our work. We would like to acknowledge the literacy template that originally came from work done at Thames High School and which we further developed and used to produce this resource.
Cheryl Harvey
Jennifer Glenn
Team Solutions
University of Auckland.
SUBJECT: BIOLOGY
Language and Literacy
Surface Features / Vocabulary / Reading / Writing / Information SkillsLEVEL ONE / § Highlight what is expected – e.g. explain/ compare and contrast
§ Terms describe/explain/ analyse indicate level
§ Explain principles and processes with appropriate scientific language/symbols
§ Understand difference between key terms - e.g. allele/genes
§ Avoid confusions – bile not an enzyme, enzymes not living things
§ Use correct terminology - e.g. inappropriate animal and mechanical metaphors to describe – e.g. ‘legs’, ‘landing gear’ for virus structure / § Read to understand the intent of the question
§ Answer what is asked / § Qualify answers with examples, supporting information
§ Link to biological ideas concepts and principles
§ Write clear, concise, accurate explanations and discussions
§ Write only what is relevant
§ Use appropriate symbols
§ Put in a logical order, structure answers
§ Use diagrams to communicate ideas
§ Be guided by highlighted words such as ‘explain’ and ‘compare and contrast’ in structuring answers / § Give examples to support ideas
§ Interpret chart
§ Use diagrams to communicate ideas
§ Put in a logical order
§ Qualify answers with examples, supporting information
Surface Features / Vocabulary / Reading / Writing / Information Skills
LEVEL TWO
§ Communicate basic knowledge
§ Use key terminology / § Show understanding of key words and concepts of standard and questions
§ Ensure accurate use and understanding of terms – genetic and evolutionary; biological
§ Use objective rather than subjective words – e.g. used efficiency, effectively, better instead of fast, faster, longest
§ Avoid metaphorical description and/or anthropomorphism e.g. the nucleus is the brain of the cell / § Understand the requirements of the question from the key words so answer what is asked
§ Process information contained in the question – rather than copy large portions / § Answer what is asked
§ Use biological language rather than rewriting resource material
§ Be clear, concise, relevant, accurate in explaining/developing concepts, effects, processes
§ Structure answers logically, organise and link ideas
§ Write from a scientific rather than an emotive or metaphorical point of view e.g. the nucleus is the brain of the cell
§ Be precise and explicit
§ Competently use literacy to construct sentences
§ Use labelled and annotated diagrams to back up and support written material
§ ‘Discussion’ involves descriptions and evaluations linked together. Bullet lists are not appropriate / § Process information in the question rather than copy large portions
§ Select relevant information
§ Link ideas to a given context – e.g. processes and features
§ Use labelled and annotated diagrams to back up and support written material
Surface Features / Vocabulary / Reading / Writing / Information Skills
LEVEL THREE
§ Spell biological terms correctly
§ Write legibly / § Know stem words – describe, explain, discuss and the synonyms/terms from the explanatory notes
§ Identify key words (bold) that apply in contexts
§ Know and understand terms and concepts
§ Use biological terms appropriately and correctly
§ Use objective – not anthropomorphic – responses – cuckoo/host interactions
§ Know basic biotechnological techniques listed in the standard / § Read and interpret questions carefully
§ Respond to question rather than just repeat information given in the resource material / § Be concise, clear and accurate in descriptions without irrelevant or contradictory information
§ Go beyond resource material and question
§ Be explicit and precise
§ Use evidence
§ For merit and excellence be coherent, in-depth, involving new contexts and justifying responses
§ Link ideas to each other and to the question stem
§ Give paragraph length answers where needed with specific details
§ Respond to question rather than just repeat information given in the resource material
§ Use key words (bold)
§ Avoid over generalisation
§ Write in a logical, methodical and ordered way before weighing up evidence and coming to a conclusion
§ Write in context / § For a discuss question, scaffold answers before going on to discuss them
§ Select and process relevant information for context
§ Integrate knowledge with data, diagrams
§ Take information from one context and use it in another
§ Can relate definitions to the new resource and contexts in a question
§ Can demonstrate analytical and integrative skills
§ Write logical, methodical responses before weighing up evidence and coming to a conclusion
§ Process data
§ Reference sources
DEEPER FEATURES – THINKING SKILLS
LEVEL ONE
§ Clearly label – DNA
§ Use correct terminology
§ Avoid confusions – bile not an enzyme, enzymes not living things
§ Draw and label accurate diagrams – tooth structure; virus
§ Describe basic facts – pollination, photosynthesis
§ List examples – helpful ad harmful micro-organisms / § Explain biological principles/concepts using appropriate scientific language
§ Understand key terms and difference between terms – e.g. aerobic, anaerobic
§ Describe with appropriate symbols – genotypes, complete monohybrid punnet squares; pathogen
§ Understand sequence – base sequence a code for building amino acids which make up proteins, which determine phenotype such as colour
§ Understand importance – base-pairing, role of dna
§ Understand systems e.g. digestive / § Link answers to biological ideas and concepts
§ Understand purpose – mitosis/meiosis
§ Understand, work out and use – test cross, punnet square, ratios, fractions
§ Understand why and how – mitosis,
§ Supply additional supporting information to explain/discuss
§ Could apply understanding – infection to food prep
§ Link key ideas
§ Answered specifically and accurately
§ Back up evidence with named examples / § Interpret pedigree chart – discuss implications thoroughly
§ Link ideas – e.g. structure to function; between causes
DEEPER FEATURES – THINKING SKILLS
LEVEL ONE / § Use correctly labelled and annotated diagrams to communicate / support ideas
§ Apply correct processes and concepts in context
LEVEL TWO
§ Recognise and use terms and names accurately – genetic and evolutionary; biological
§ Communicate via accurate diagrams
§ Knowledge of three animals/groups
§ Can draw accurate, explicit diagrams – well-labelled and annotated – with accurate descriptions – structural adaptations / § Show accurate understanding– processes; meiosis; key terms and concepts; relevant features of the environment; selected groups/diversity
§ Can show difference – between phenotype and genotype; transport, transpiration, nutrition
§ Can describe – structural adaptations – animal and plant / § Show understanding of links – e.g. between genetics and evolution
§ Understand and use key biological terms and concepts
§ Apply biological knowledge
§ Explain and discuss how and why – animal diversity / linked to environment / § Can explain concepts, effects and processes clearly
§ Can understand e.g. structural groups/diversity in relation to biological processes [detail plants]
§ Discuss why and how difference
§ Recognise appropriate selection pressures / § Can comment on the importance of plant structure and function in relation to environment and discuss why and how difference
DEEPER FEATURES – THINKING SKILLS
LEVEL TWO
§ Enough knowledge – three diverse plant or animal groups
§ Can describe concepts and processes – e.g. ecology / § Link structure and function – and so describe the processes carried out by parts; process to adaptation
§ Demonstrate knowledge – e.g. by using appropriate examples, correct diagrams, test cross, punnet squares
§ Link ideas to a given context / § Can link ideas – energy for transport linked to concentration gradient or bonding or movement or membrane
§ Show purpose / implications
§ Select features relevant to a process
LEVEL THREE
§ Know biological terms and concepts
§ Can provide basic definitions – patterns of evolution / § Identify key words to apply in the context
§ Understand concepts, terms and processes – gene expression; nature and action of plant hormones; migration / § Compare in explicit terms
§ Apply knowledge in novel contexts
§ Link ideas to question stems
§ Take information from one context and use it in another
§ Use punnet squares / § Link ideas / show relationships between concepts in context
§ Compare and contrast differences in concepts and processes
§ Account for processes and factors / § Justify responses
§ Understand significance – e.g. redundant nature of the genetic code
§ Demonstrate analytical skills / § The ability to link concepts from one area of biology to another to signal in-depth understanding
§ Integrate knowledge with experimental data given
§ Demonstrate integrative skills
DEEPER FEATURES – THINKING SKILLS
LEVEL THREE
§ Basic knowledge of biotechnological techniques listed in the standard
§ Ability to list key steps in technique use – to insert a gene into a vector
§ Use in-depth knowledge for merit and excellence
§ Be familiar with current advances in biology
§ Identify key parts in diagrams / § Clearly use and describe processes with precision – e.g. transcription, translation - rather than simply naming
§ Distinguish between terms – codon, nucleotide; photoperiod, photosynthesis
§ Understand purpose – biotech techniques
§ Differentiate – between techniques and applications – dna profiling, DNA sequencing / § Relate definitions to the new resource and contexts in a question
§ Draw accurate diagrams and integrate into explanations
§ Use resource material effectively / § Interpret -experimental data; features of human anatomy and evolution – linking position of foramen magnum to posture and locomotion
§ Understand link between purpose and application – purpose of dna profiling – bar code – use in determining relationships
§ See patterns and trends / § Write logical, methodical responses – e.g. describing alternative hypotheses for origin of modern humans, before weighing up evidence and coming to a conclusion
§ Justify patterns and trends
EXTENSION FEATURES – towards MERIT and EXCELLENCE