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>> Professor Martin Westwell >> NAPLAN Questions and achievement standards,
fluency or fluency plus? >> What we've got and what I'd like to do
just for a minute or two... is I've actually got a test for you. On your tables, we've
got some NAPLAN questions. Oh... and what I'd like you to is, to look through the questions
and just decide, have a conversation about whether the questions are... fluency or fluency
plus. Start anywhere in the paper and then jump around - don't start a question 1 and
work your way through. Start anywhere and jump around.
>> [Silence] >> Now, what I want to do in the... I'm going
to make sure I do this before we finish is to just have a look at the achievement standards
in the same way that you've just looked at those NAPLAN questions and looked at the fluency
and fluency plus. What we've put out on the tables - and again you're going to have to
rummage around and find them - are some A5 pieces of paper that have... got some colour
text on, their colour-coded. I'm not suggesting you have one each; you might pick one between
two or three of you. And what I'd like you to do is... think about the bits of the achievement
standards that have got just knowledge and basic understanding and know-how of the subject
in them and then think about and where else in the achievement standards, do we have knowledge-based
understanding know-how plus something else? Where's the something else in the achievement
standards? Let me show you an example, so let's have a look at foundation, the Foundation
Year Achievement Standard in science. So what we've got is... so by the end of the year,
students describe the properties and behaviour of familiar objects.
>> Okay, I'm going to cross that out because that's fluency. So, I'm going to accept that
as fluency and say ok so we've got to do that, that's important but I'm just going to cross
it out for now. I'm going to move to the last sentence, students share observations of familiar
objects and events. [draws in breath] I'm not so sure, I'm not so sure if this is just
knowledge and know-how or if it's something more. And I'm going to say it depends. It
really depends on how we do it and on how we interpret that in terms of our assessment.
If it's enough for the students to just go "I know about this -- and it's this." Is that
it? You can see how you might tick off on that and you could see it as knowledge and
know-how. But you can see how you can also be demanding more and requiring more from
that. But look at that one. They suggest how the environment affects them and other living
things. They suggest. That's not knowledge and know-how, that's something else now, because
we are projecting our knowledge out. You know, by the act of suggesting we're going into
fluency plus; beyond fluency. I've got to have some knowledge but I'm going beyond it.
So just pick out a random or choose one of those achievement standards and just do that
process - find the fluency, cross it out and then have a look at what's left in terms of
that fluency plus.