NCEA ANALYSIS
for Teaching and Learning
Cheryl Harvey - Te Kotahitanga Facilitator
Jennifer Glenn - Specialist Classroom Teachers Facilitator
Mike Stone - Science Facilitator
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 - 2006. 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: Science Biology Chemistry Physics
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 of 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
Mike Stone
SUBJECT: CHEMISTRY
Language and Literacy
Surface Features / Vocabulary / Reading / Writing / Information SkillsLEVEL ONE
§ Attempt all questions
§ Inaccuracies reducing at merit and excellence
§ Use correct symbols for common elements
§ Use correct notation in formulae – subscripts , upper and lower case letters
§ Show logical progression in workings
§ Well set out / § Use key/appropriate terms correctly eg corrosive, neutralise, rust and react
§ Use technical language with confidence and accuracy
§ Avoid confusion e.g. sublimation/reverse sublimation; soluble/insoluble
§ Know difference between observation and deduction
§ Use IUPAC nomenclature / § Know what standards require
§ Interpret correctly what to do from the key words eg describe, explain, discuss / § Write/describe in detail
§ Give relevant fact or description before attempting to explain
§ Write clear, concise, accurate answers to discuss and explain questions
§ Avoid texting or other inappropriate abbreviations
§ Use sentences as opposed to one-word answers
§ Avoid repetition, contradictions
§ Give a logical sequence of ideas
§ Use knowledge in context
§ Include diagrams or balanced equations in explanation
§ Write a research report mostly in own words, use examples / § Calculate eg molar mass of a compound given its formula.
§ Use/draw diagrams to explain e.g. Lewis
§ Collect data
§ State references or sources
§ Write complete word equations
§ Write the correct formulae for reactants and/or products in a balanced equation
§ Write electron arrangements of atoms and ions
Surface Features / Vocabulary / Reading / Writing / Information Skills
LEVEL TWO
§ Use correct subscripts and superscripts in equilibrium expressions
§ Use square brackets appropriately / § Know and understand chemical terminology
§ Able to use chemical language appropriately and correctly eg oxidation number, electronegativity, intermolecular, polar
§ Link terms to the questions
§ Know key aspects from explanatory notes
§ Use IUPAC nomenclature
§ Differentiate between terms e.g. reactants and products
§ Use specific appropriate phrases eg polar dissolves polar not ‘like dissolves like’, Na+ not charged particles. / § Read question accurately e.g. if asked to explain the effect of a decrease in temperature, don’t discuss the effect of increasing the temperature
§ Interpret information provided in the question
§ Read a burette / § Use full sentences, not bullet points, for discussions and explanation
§ Use diagrams to make explanations clearer e.g. dissolving an ionic solid in water
§ Structure discussion answers in a logical sequence, linking ideas
§ Write clearly without contradiction
§ Write full discussion answers using sentences rather than mathematical links only
§ Write in paragraphs / § Use information/data to classify
§ Determine enthalpy change from data
§ Record data in a way that can easily be interpreted
§ Draw clear diagrams eg Lewis structures, structural formulae, cis-trans isomers
§ Write the formula eg of a conjugate acid or base
§ Carry out simple calculations
§ Determine oxidation number of elements in simple examples
§ Balance simple half-equations
§ Write an equilibrium constant expression
Surface Features / Vocabulary / Reading / Writing / Information Skills
LEVEL THREE
§ Set out calculations clearly
§ Use appropriate number of significant figures in calculations
§ Plan answers instead of writing as much as
possible in the hope of
hitting the correct answer / § Recall, describe and use clear definitions e.g. hydrogen bond, bond enthalpy; shielding and effective nuclear charge
§ Know the difference between key terms: clear and colourless; inter-/ intramolecular, strong/ weak, concentrated/dilute and atom/ion/molecule
§ When asked to ‘explain’ a term or concept, avoid using exactly the same words/terms as in the question / § Read question accurately - e.g. if asked to explain the effect of a decrease in temperature, don’t discuss the effect of increasing the temperature
§ Interpret information provided in the question
§ Read a burette / § Use a table to organise
thoughts before writing
§ Use full sentences, not bullet points, for discussions and explanations
§ Use diagrams to make explanations clearer
§ Link ideas in a logical sequence
§ Write clearly without contradiction
§ Correctly apply chemical ideas and terms
§ Present clear arguments to solve chemical concepts and observations, and do not use simple rote learned answers / § Determine enthalpy change from data
§ Record data in a way that can easily be interpreted
§ Determine oxidation numbers
§ Balance equations eg for redox, ∆H
§ Name and draw structures of organic compounds correctly
§ Draw structural isomers & 3D structures (enantiomers)
§ Write a chemical equation eg dissolving of a salt
§ Use the correct working and procedures to solve a ∆H problem and understand the sign of the resulting answer
§ Carry out simple solubility calculations.
§ Write electron configurations for elements, including states of elements or molecules
DEEPER FEATURES – THINKING SKILLS
LEVEL ONE
§ Identify correctly eg reactions, bonding, particle, colour, ionic charge, precipitate
§ Recall basic facts e.g. properties, chemical formulae, allotropes
§ Draw and identify organic molecules using appropriate IUPAC name, Lewis diagrams
§ Know and define terms eg polymer, rusting, neutralisation,
§ Recognise difference e.g. atomic mass/number
Atom/molecule/ion; soluble/insoluble
§ Write complete word equations for simple chemical reactions
§ Write correct formulae for reactants/products in a balanced equation
§ Describe preparation eg NO2 in the lab
§ Identify products eg of complete combustion
§ Read a burette
§ Write accurate, specific observations not inferences / § Classify e.g. reactions
§ Show understanding e.g. particle theory, nitrogen cycle
§ Identify from examples
§ Describe e.g. bonding; polymer formation
§ Identify eg acid rain chemicals and reactions without confusing with ozone layer destruction
§ Balance equations correctly
§ Describe physical and chemical properties of metals that make them suited for a purpose
§ Make conclusions based on experimental data
§ Explain a reaction observation eg with an equation
§ Predict products of reactions
§ Explain how eg; organic molecules bond; bromine distinguishes between alkanes and alkenes / § Use knowledge in different contexts eg sulphite ion for preservation
§ Calculate using units, round numbers appro-riately and accurately
§ Link e.g. properties to uses; electron configuration of an atom to chemical reactivity or group no.; atomic structure and bonding to selected properties
§ Determine eg subatomic particles in an atom/ion given mass number, atomic symbol, periodic table
§ Explain difference e.g. in reactivity
§ Differentiate between e.g. lab and industrial processes
§ Use information provided eg diagram of nitrogen cycle; periodic table
§ Apply understanding e.g. properties, reductants, hypochlorite ion;
§ Write and use equations
§ Plan an investigation and collect data
§ Demonstrate knowledge of cause and effect eg acid rain; effect of acid and base on metals and indicators / § Interpret – e.g. shape of a graph; data; information about reactions
§ Interpret results and report
§ Come to a valid conclusion based on data & related to purpose / § Justify the reason for an answer
DEEPER FEATURES – THINKING SKILLS
LEVEL TWO
§ Know key aspects from explanatory notes
§ Draw structural formulae; lewis structures, cis-trans isomers
§ Name organic compounds using IUPAC rules
§ Carry out simple calculations eg pH
§ Know and use key terms accurately
§ Determine oxidation numbers in simple eg’s
§ Complete simple half equations
§ Classify simple molecules eg polarity, types of solids, alcohol, reactions,
§ Identify the product eg of addition reaction of alkenes
§ Describe experimental observations for a reaction
§ Identify factors that have an effect eg surface area on reaction rate
§ Identify oxidant and reductant, molecular shape
§ Describe eg what occurs in an electrolytic cell, a trend
§ Distinguish between eg alkenes and alkanes; / § Select a theory or model to explain eg collision theory, properties of metals
§ Understand significance eg magnitude of Kc
§ Calculate correctly e.g. enthalpy changes
§ Draw/interpret eg structural formulae, Lewis structures
§ Explain relationship eg between H+ and pH
§ Explain observations by identifying species present
§ Understand requirements eg for conductivity
§ Balance simple half-equations
§ Show proton transfer reaction
§ Determine/explain, oxidation no’s in complex examples
§ Write an equilibrium constant expression
§ Understand that a lower pH means a higher [H3O+] & a faster rate of reaction w Mg / § Apply knowledge and skills to unfamiliar egs/contexts
§ Apply knowledge logically and coherently
§ Follow a multi-step reaction scheme & correctly add missing compounds
§ Apply principles/ knowledge eg to discuss effects, identify processes and/or relate observations
§ Discuss how –e.g. catalyst and temperature affect the rate of a reaction; conjugate base of a weak acid reacts with water to form a basic solution
§ Link eg physical properties to structure; bond polarity and molecular shape to polarity of molecule
§ Solve problems e.g. volumetric analysis
§ Explain how oxidation numbers combine in an unfamiliar example / § Identify effect – e.g. which reactions occur at each electrode during electrolysis
§ Make comparisons
§ Predict and justify the effect of a change applied on the position of equilibrium.
§ Support conclusions made with specific evidence / § Justify why identified species in oxidation-reduction reactions
§
DEEPER FEATURES – THINKING SKILLS
LEVEL THREE
§ Recognise e.g. relevant reactant/product; electron configuration; reaction types, functional groups,
§ Recall trends eg in atomic size, ionisation energy, electro-negativity;
§ Recall and describe terms and principles
§ Determine oxidation no’s
§ Balance redox equations given reactant/product formulae
§ Give the formulae/colours of reactants/products for the reductants & oxidants listed in the standard
§ Recognise the significance of a negative Eo cell value
§ Recognise direction of electron flow in an electrochemical cell
§ Describe eg aqueous sys, characteristics, processes, properties; structures, products; common tests, action of a buffer,
§ Name reagents used in an organic synthesis
§ Identify physical/chemical properties of substances.
§ Carry out simple calculations.
§ Select e.g. a relevant indicator / § Show understanding of chemical terms and principles
§ Differentiate between terms e.g. oxidant and reductant; orbitals and energy levels, reactions; clear and colourless; intermolecular and intramolecular bonds; weak/strong acids/bases;
§ Show understanding eg that increase in radius means increase in size
§ Select a valid or appropriate expression
§ Find information
§ Understand that when metals are reductants they undergo oxidation
§ Relate the chemical properties of a solution to its constituent particles
§ Write balanced equations
§ Use structural rather than molecular formulae
§ Use information e.g. changes in oxidation nos to identify oxidant and reductant in a reaction; / § Link observations to the species involved eg the reactions of permanganate under acidic, basic and neutral conditions to the observed colour changes & the species formed
§ Link eg ionisation energy with electrostatic attraction between nucleus and the valence electrons; inter-molecular forces and melting points;
§ Describe and use thermochemical principles – by recalling definitions
§ Apply the concept of reduction potentials to predict reactivity
§ Use a balanced equation to correctly calculate the moles produced at one electrode given the mass decrease at the other
§ Apply knowledge gained from practical work
§ Explain and apply principles relating to atomic, molecular & ionic properties / § Analyse and interpret information, and then apply learned principles of chemistry
§ Use equilibrium principles to analyse information about aqueous systems
§ Identify trends
§ Make comparisons – e.g. between reactions
§ Describe and justify the correct use of equipment used in practical organic chemistry
§ Use standard reduction potentials to predict the spontaneity of a reaction
§ Appropriately analyse and interpret information / § Ability to use equilibrium principles to interpret information about aqueous systems
§ Write a discussion with evidence of critical thinking / § Integrate ideas
EXTENSION FEATURES – TOWARDS MERIT and EXCELLENCE