Assessment+of+learning+about+inclusion

  Formative and summative are two vastly different aspect to assessment. Depending on which level of assessment it is the the appropriate assessment must be in place. The goal setting must include both learner and teacher for assessment to be effective. Students must know what is being assessed and how to approach the response. The understanding of inclusive assessment is to consider the many different learners being included. The many forms taken to demonstrate and apply the learning 'for understanding of inclusion' will be varied. The most important aspect to address in the assessment of inclusive understanding, the awareness  from the students and the openness to explore and discover inclusive practices. Students that demonstrate inclusive practices will be highlighted through their attitudes and empathy with all students, both in their visual presentations and also their behavior throughout the process.  It is up to the individual teacher to incorporate the technology as a tool, for application to demonstrate, different practices for use with the topic being addressed; 'Inclusion'. The many resources throughout this wiki have been both used and how to use practices of digital learning for inclusion. Here are some more resources for creative assessment application:
 * Assessment of unit: **

 ' The Australian Teachers of Media', resources for media and Study guides.

[|www.atom.org.au] (Australian Teachers of Media) Visual language is surrounding our learners today and many diverse students speak more than one language. It will be through Visual Language that our students can unit with one common practice. Visual language will identify all the fascists that challenge the thinking and stimulate the questioning. The following link provides a huge number of resources, including Study Guides for films. Of course there is a price the more you require, can be the limitation for many inclusive technologies within schools. So how students gain access to media literacy can be varied.

• Interactive white boards  A tool for the classroom and depending on the practice with this technology, many visual inclusive practices can be utilised. This is a clip based in Australia and there practices with interactive (White board) inclusion.

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• Photostory.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">For an in-depth tutorial, from how to download and how to use, click this link:[] <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">This links to the NZC viewing and presenting strands and can be used for all 5 identified genres (narrative/recount, instructions, information and argument) • <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Can be used as receptive/productive text (deconstructive/constructive), meaning they can pull a Photostory apart to examine the elements or/and produce one themselves.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">• Photostory can be used in realistic and/or fictional context

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">• It is easy to use

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">• It can be utilised across all year groups

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">• Can be used to deconstruct and construct text.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">• Links to oral language

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">• Great way to communicate with whanau and can be digitally archived for posterity, assessment and record of learning

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">• Can be saved as a movie and added to larger projects or even shared on YouTube

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">For an in-depth tutorial, from how to download and how to use, click this link:

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<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">• __Visual Language Exemplars: Static Images__ <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Media Literacy must be directed positively within New Zealand schools. The most supportive way to do this creatively could be by making inclusive posters, images and text through classrooms, for students to be actively aware, in a community of learners. <span style="color: #ff0000; font-family: 'Comic Sans MS',cursive; font-size: 130%;">[|www.tki.org.nz/r/assessment/exemplars/eng/]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Free online resource for teachers, linked to the New Zealand Curriculum with examples of static images from students from levels 1 to Level 5. There is a written explanation of the image from the student and of the impacts and concepts that the exemplar conveys. The classroom is a primary source to explore language or processing information. These exemplars can be given ‘bench marks’ to use for assessment addressing also, teachers need to have an open mind in understanding that students learn at different rates, understand differently and produce many variations of products. Bear in mind the exemplars do not specifically cater for culture and second language learners, it will be the teachers responsibility in choice of book explored, to make the activities culturally responsive would promote an inclusive learning environment.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Xtranormal: []

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">This is a web site for digital learning with creative character building. The following clearly highlights one way for inclusive teaching for students and the many areas affected by what inclusion is. The following is focused on an Aspergers Syndrome Case Study.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">Here is a power point used in Visual Language from Amada Buffy Kris and Natalya, (Massey University 2012) on how Xtranormal can be considered for teaching and learning.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">[]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> The example of how to incorporate digital learning with inclusive practices addresses many forms of text so it is important to provide structured path ways for this type of learning. Informed decision making is the most empowering response to learning.

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 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">The following power point made is an example of a unit of work that can be done in class with peers working together. Students are to create a body of work using the computers with research gathered to provide an understanding of inclusive practices, different images that represent all people through the use of power-point, slide-share or prezi. The final body of work will be no more than 3 minutes and visually supported with both written and non-written text that demonstrates inclusion within the learning community.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">media type="youtube" key="n86r9FvgRVI" height="315" width="420"


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 150%;">Inclusion: **


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Any aspect of inclusion is acceptable.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> The principles including, belonging, fairness and prejudice are to be included.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> The topic of choice will be discussed with teacher.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> 3 class periods to complete.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Title page with names essential.


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> Post on school myportfolio account

<span style="font-family: Comic Sans MS,cursive;"> Today, right now we live in the; 'DIGITAL AGE'. With technology in schools being approached, directed, multi-used and supported by multipurpose use of teaching and learning practices. All learners will have a place of inclusion if we approach it consciously and carefully. INCLUSION is by all rights a place in, incorporating people and technology is at the forefront of the media issues being explored. If technology plays a part in the learning, then the tools must explore the understanding of topics being addressed, learning must still be at the forefront. Abilities are not measured successfully to each other, that is only the external expectations, growth is personal and develops with integral individualism. Growth is measured together, not in isolation from the learning. Technology is derived from human capabilities and hopefully for the advantage to advance as a race. The human race and technology in the 21st Century cannot be separated for learning's of inclusive practice <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;"> (O'Sulliavan, Gawith, & Grigg, 2007) <span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">. Teachers are exposed to diverse learners today and right now we need all the support we can get for our learners.

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