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Assessment seminar 2011

Assessment seminar 2011. ENGLISH John Watson. WACOT professional learning requirements. today ’ s seminar can contribute documentation required - keep your Reflective Journal as evidence . 2. Key messages 2011. The end of 2010 effectively saw the completion of the senior school changes

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Assessment seminar 2011

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  1. Assessment seminar2011 ENGLISH John Watson 2011/10666

  2. WACOT professional learning requirements today’s seminar can contribute documentation required - keep your Reflective Journal as evidence. 2011/10666 2

  3. Key messages 2011 • The end of 2010 effectively saw the completion of the senior school changes • The Curriculum Council acknowledges the significant amount of work done by teachers to implement and assess their new courses • In the main the WACE exams accurately and fairly assessed students’ achievements at Stage 2 or 3 • The approach now taken ensures that the Council can provide quality feedback to schools in all courses through the statistical and examination feedback reports and the Standards Guides • We hope to have at least five years before the national curriculum is implemented in Years 11 and 12 – decisions about this have not been made yet 2011/10666

  4. Seminar objectives That teachers: • understand the function and structure of the Standards Guides • are aware of the possible uses of the information provided in the Standards Guides • know how the Council’s moderation processes will be implemented for this course in 2011 • understand how school marks and WACE examination marks are adjusted • are aware of the 2010 state wide achievement and examination data for this course • are aware of the range of student achievement data made available to schools by the Council • are confident in the ability to analyse the student achievement data provided in SIRS reports STS022, STS028 and STS036 • are aware of the item analysis data provided in SIRS reports MF01 • are aware of and have the ability to access the range of assessment support materials available to teachers on the Council’s extranet 2011/10666

  5. Examinations and standards 2010 was: • the fourth year this course has been examined • the second time the standards setting process had been completed 2011/10666

  6. WACE Course report 2011/10666

  7. Page 72 in WACE manual 2011/10666

  8. The marks adjustment process Curriculum Council processes Raw WACE exam marks Standardised WACE exam marks WACE course scores Combined marks Moderated school marks Standardised moderated school marks Raw school marks Scaled scores TISC process 2011/10666

  9. The standards setting process This is used to: • set achievement band cut-offs which allow adjustment of the combined mark distribution to create the WACE course scores • develop the achievement band descriptions to summarise what students demonstrated in the written examination 2011/10666

  10. The WACE course score <insert Alan Honeyman diagram> 2011/10666

  11. Stage 3: Excellent Band Description Excellent achievement (75 - 100) • Responds comprehensively using a variety of texts; shows an excellent grasp of syllabus concepts. • Demonstrates excellent command of writing conventions, including complex sentence structures, paragraphing, grammar and spelling. Uses sophisticated language to influence audiences. Sustains a lively personal voice to engage, entertain and communicate. • Analyses codes and conventions to produce detailed, justified interpretations and texts. 2011/10666

  12. Stage 3: Satisfactory Band Description Satisfactory achievement (50 - 64) • Refers to texts to apply syllabus concepts. • Generally displays control over sentence structure, paragraphing, grammar and spelling. Generally uses appropriate vocabulary, language conventions and writing forms. Inconsistently or ineffectively uses personal voice. • Generally employs codes and conventions to analyse and produce texts. 2011/10666

  13. The Standards Guides • produced following the completion of the standards setting process • separate guides for Stage 2 and Stage 3 2011/10666

  14. Main function of the Standards Guide To provide: • the examination questions, marks and marking keys • selected candidate responses and marker annotations • question statistics • examiners’ comments 2011/10666

  15. Component 1: The examination questions, marksand marking keys Question 2 (30 marks) Every aspect of a visual text is constructed to have an effect on its intended audience. Discuss this statement with reference to at least one of the images provided and at least one visual text you have studied. 2011/10666

  16. Component 2: Selected candidate responses and marker annotations Excellent response 29/30 marks Engaging and original opening establishes a strong sense of personal voice and brief response to the question. Texts to be referred to are clearly acknowledged. 2011/10666

  17. Component 3: Question statistics 2011/10666

  18. Component 3: Question statistics 2011/10666

  19. Component 4: Examiners’ comments Examiners’ comments Section Three: Viewing Whilst most candidates used a formal essay style for their answer, a few did not allow themselves to be impeded by any attempt to structure their responses effectively and there were also too many who again wrote in an overly casual style. One marker noted: ‘…a lot of students discussed both texts in the same paragraphs or alternated, i.e. one paragraph on the static image, then one on the studied text, repeated a few times. This often…… Examiners’ comments Question 2 Whilst most candidates obviously thought that this was an accessible and straightforward question, a disappointing number of them failed to discuss or define the intended audience and the effect of the construction. Only a few challenged the word ‘every’ even where they were discussing Images 3 or 5. However, many did write detailed… 2011/10666

  20. Self reflection 1 Investigating the information in the Standards Guide • Stage 3 – Section stats p75; Qu 2 page 91 • Stage 2 – Section stats p75; Qu 2a page 90 2011/10666

  21. Self reflection 2 Information in the Standards Guides can be used by: • teachers and their students • the examining panel • the Curriculum Council 2011/10666

  22. Moderation processes 2011 • statistical moderation of school marks • consensus moderation, stage 3 July 25 • school moderation program • small group moderation 2011/10666

  23. Take a break 2011/10666

  24. State examination statistics 2010English 2011/10666

  25. Grade distributions forEnglish 2011/10666

  26. Student achievement data – STS022 2011/10666

  27. https://sirs.curriculum.wa.edu.au 2011/10666

  28. Reports – other reports – statisticsSTS - 022 2011/10666

  29. Student achievement data – STS022 2011/10666

  30. 2011/10666

  31. 2011/10666

  32. The WACE course score <insert Alan Honeyman diagram> 2011/10666

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  35. Your school in blue 2011/10666

  36. Self reflection 3: a case study • Describe what has happened to the school marks and exam marks. • Consider why marks adjustment is necessary across the statewide examination population. • Evaluate the relationship between the grade distribution and the achievement band distribution. • Evaluate the relationship between the rank order of the students based on their school marks and the rank order based on their exam marks. • Identify possible causes for the assessment issues you identify and strategies that could be implemented. 2011/10666

  37. Self reflection 4 • Describe what has happened to the school marks and exam marks. • Evaluate the relationship between the grade distribution and the achievement band distribution. • Evaluate the relationship between the rank order of the students based on their school marks and the rank order based on their exam marks. • If issues are apparent, identify possible causes and strategies to address these. 2011/10666

  38. Detailed examination feedbackformerly known as Maximising Feedback reports • Provides an item analysis for your students • Separate reports for written (MF01) and multiple choice 2011/10666

  39. 2011/10666

  40. Council support for teachers • sample teaching programs • sample assessment tasks • sample assessment programs • sample exams • annotated student work samples 2011/10666

  41. Council support for teachers assessment support materials on the Council extranet. register with WACOT number and work email address information in the WACE Manual 2011 and the WACE Circular each term(and more regularly inthe eCircular) email any questions to info@curriculum.wa.edu.au 2011/10666 41

  42. ATAR Using Stage 2 and 3 in 2010 2011/10666

  43. Scaled Score Statistics – English 2010 2011/10666

  44. Contactdetails For clarification or further information about assessment or moderation processes contact: John Watson 9273 6374 john.watson@curriculum.wa.edu.au For syllabus clarifications and queries about teacher support materials contact: Gerard Morris 9273 6742 gerard.morris@curriculum.wa.edu.au 2011/10666 44

  45. Seminar objectives That teachers: • understand the function and structure of the Standards Guides • are aware of the possible uses of the information provided in the Standards Guides • know how the Council’s moderation processes will be implemented for this course in 2011 • understand how school marks and WACE examination marks are adjusted • are aware of the 2010 state wide achievement and examination data for this course • are aware of the range of student achievement data made available to schools by the Council • are confident in the ability to analyse the student achievement data provided in SIRS reports STS022, STS028 and STS036 • are aware of the item analysis data provided in SIRS reports MF01/02/03 • are aware of and have the ability to access the range of assessment support materials available to teachers on the Council’s extranet PLEASE COMPLETE THE SECOND PART OF THE EVALUATION SHEET 2011/10666

  46. Reflective Journal • use your Reflective Journal • this information will be available as an online learning module accessible 2011/10666

  47. Online learning module • If teachers at your school could not attend a face-to-face assessment seminar and wish to access one or both of these modules, please email the following information to jennifer.wheatley@curriculum.wa.edu.au • name • school name • the sector/system (AISWA, DoE or CEO) • your school email address • your WACOT number. 2011/10666

  48. ACARA - update info from: CEO • Frank Italiano   - Whole School Development Consultant Learning and Teaching K-12 Team  -  6380 5362 - Italiano.Frank@cathednet.wa.edu.au AISWA • Mark Newhouse  - Manager of Curriculum, Association of Independent Schools of Western Australia  - 9441 1639 - mnewhouse@ais.wa.edu.au DoE • Richard Lobb - Manager │K-12 Curriculum, Assessment and Reporting - 9264 5076 - Richard.Lobb@det.wa.edu.au 2011/10666

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