How another lockdown period may impact the learners in your focus group?

How might your intervention look different if you continue through this period?

• Do any of your intervention plans work via distance learning?
• Is there any information about implementation of your changed practices/interventions you could collect during this time?

My target group of learners for my Inquiry 2021 will be my Year 12 NCEA Level 2 class. This group of learners were my target group from my 2020 Inquiry.

Another resource that I developed for my target group of learners during lockdown, is Checklists within their Evidence Gathering Templates for NCEA Assessments.  Well it wasn't so much of a resource that I developed, but a resource that I made significant changes and adjustments to, in order for students to keep a track as to where they are up to in their assessment, and the criteria that they have created evidence for so far.

The following are the different variations of the Evidence Gathering Template, from the original template, through to the NEW and adapted templates for the various purposes.

Evidence Gathering Template [blank example] - Document to link evidence that aligns with standard criteria eg. Evidence could include Google docs, Screenshots, Screen Recordings etc - evidence gathering.  The idea behind the Evidence Gathering Template, is to include the heading or title of the evidence that I expect students to link into the EGT that directly relates to assessment criteria.  This is so that students can make the link between the assessment criteria and the work that they've completed, and of course, to have the evidence for the assessment linked into a central location for marking, and moderation.

NEW  Checklists within the EGT [student example] enables student to tick off tasks relating to standard criteria - student centred checklist.  The idea behind the Checklists within the EGT, is that students remain up to date with the work that they have completed so far, and work that is still be completed.  I have included tasks related to 'learning for learning' as well as tasks related to 'learning for assessment' in the checklist.  The reason is because sometimes my learners become confused if I only include the tasks associated with evidence for assessment, that slips over vital parts of the learning process.  Including the tasks related to 'learning for learning' enables the students to stay engaged with the project, according to a sequence or flowchart of tasks to complete from the beginning of the project, until the end of the project.

NEW  Moderation EGT [blank example] - Evidence of student work for moderation - moderation focussed.  The idea behind the Moderation EGT, is to remove any tasks that students have completed that don't directly relate to the assessment criteria, thus, only leaving the statements and evidence associated with assessment criteria in the template for moderators to cross check.