What is this Digital Survey?
As part of an effort to post-test years 7 & 8 students on their geography knowledge, we have developed a short quiz for use as a STEM resource! This is designed to be presented after the unit’s completing for the purposes of gauging students knowledge.
Survey: Sustainability
What Year 7 & 8 VCAA outcomes does this quiz support?
This quiz is useful mostly as a post-assessment task for geography, but has cross-curriculum links with digital technologies and mathematics.
Classification of environmental resources and the forms that water takes as a resource (VCGGK105)
Nature of water scarcity and the role of humans in creating and overcoming it, including studies drawn from Australia and West Asia and/or North Africa (VCGGK108)
Define and decompose real-world problems taking into account functional requirements and sustainability (economic, environmental, social), technical and usability constraints (VCDTCD040)
Links to Academic Research & Justification:
The survey displays errors and correct answers to students on completion of the survey, and the data can be collected by the designated data collectors, that can be assigned by the creator of the quiz upon request. As such, it is perfect for a summative assessment task.
Schiro (2013) notes that assessment is used to “certify those students who are rising within the occupational hierarchy of the discipline” (p. 53) or in other words, judge how well they know the assessed material. The quiz created for this site measures Geography knowledge, and includes a section with a comment box so a short written answer can be assessed.
This form of assessment is also known as a formal assessment (Churchill et al. 2019, p. 434) because it can be used as a form of evidence of student learning. A teacher may use the results of this quiz to display to parents or other educators the extent of knowledge the students have on the STEM subjects assessed.
This quiz does not take into account informal assessment (Churchill et al. 2019, p. 434) which can be used in a classroom setting, and in that sense it is less useful than a physical quiz on paper. However, the ease of access of results makes up for this deficiency, and the results can easily be graphed for further study.
References:
Churchill, R., Godinho, S., Johnson, N., Keddie, A., Letts, W., Lowe, K., Mackay, J., McGill, M., Moss, J., Nagel, M., Shaw, K., Rogers, J., 2019, Teaching: Making A Difference, Fourth edition, Wiley & Sons Ltd Publishing.
Schiro, M 2013, ‘Curriculum theory: conflicting visiona dna enduring concerns’, Sage publications, California, 19th May 2019
STEM Resources 