Clarification details
Updated May 2016. This document has been updated to address the MOE review of all Education for Sustainability Achievement Standards.
Evidence for collaboration
Teachers need to make observations on students’ contribution in their group. A coverage sheet to record this could be included as part of the assessment schedule. Giving the students the opportunity to decide on the criteria for this sheet in an open discussion will help them to recognise the types of contributions that they will be expected to make.
Self and peer evaluations may also be valuable, as students address the requirement to draw conclusions about the processes used to generate their response.
Data collection and measurement methods
At this level the information may be categorised and come from; direct observations, tables, graphs, resource sheets, photographs, videos, interviews, attitude/behaviour survey, websites, and/or reference texts.
Systems and Future thinking
Explanations for these terms are given in Explanatory Notes 7 and 8 within the standard, and more information and tools can be accessed from the internet.
A current issue
Using a relevant local current issue creates meaningful engagement for students.
Comprehensive for Excellence
One way to encourage evaluation and justification of the response might be to use the De Bono ‘black hat’ thinking strategy. This is to stimulate the student to raise the most important counter arguments to the collaborative response, and then address them, in order to attain a clear Excellence.
The response
An alternative mode of assessment rather than evidence in written form may be offered to students. Explanatory Note 6 lists some examples.