School moderator meetings

1. School moderator meetings • 2012

2. Moderation is a partnership • Systems of moderation are necessary to: • ensure public confidence in fairness • ensure the application of syllabus standards • maximise the reliability of judgments • build consistency in the application of standards.

3. Proactive rather than retrospective • Schools need to have an integrated quality management system. • This is integral to school-based assessment.

4. Internal moderation • Teaching and • learning • School-basedmoderation: • Authority subjects • Authority-registered • subjects • QCIA • Assessment: • design • judgments • Externally moderated: • Program and study plan approval • Monitoring, Verification, Confirmation • Moderation meetings, external reviews • Verification of draft statements of achievements External moderation

5. Quality Assurance of Authority Subjects Important junctures for internal moderation

6. Monitoring • Provides advice to each school about: • effectiveness of assessment instruments • the school’s matching of the appropriate standards descriptors with the qualities of student work • interim levels of achievement decisions. • Advice is relevant to the current Year 12 cohort.

8. Work Programs • Outlines: • course organisation consistent with the syllabus and suited to the particular needs of students in a school • intended student learning indicating learning experiences • assessment program with the required number of instruments, range and breadth of techniques and dimensions to be assessed.

9. Quality assurance of Authority-registered subjects Important junctures for internal moderation Study Area Specification (SAS)

10. The moderation meeting • The Form R12 provides advice about: • the consistency of teacher judgments • course implementation • and the assessment package.

11. “Special provisions” means making reasonable adjustments to conditions of assessment to ensure equitable opportunities for all students.

12. Legislation

13. Planning

14. Planning

15. Planning

16. Planning

17. Inclusive strategies resources • What are inclusive strategies? • Timing — the amount of time allocated • Scheduling — when assessment occurs • Setting — where assessment is completed • Presentation — how an assessment appears or is communicated to a student • Response — how a student responds to the assessment • Planning for combination of adjustments template • Reviewing the inclusive strategies: Effectiveness of adjustments www.qsa.qld.edu.au/18307.html

18. QSA resources

19. QCIA overview • Recognition of the learning achievements of students who undertake individualised learning programs. • In a high school setting, the QCIA • typically reports achievements • from modified programs.

20. The QCIA quality-assurance process Important junctures for internal moderation

21. Modified programs • What does this mean? • Modified programs: • do not use syllabus standards to make judgments about student work • involve teachers making judgments about student achievement, but not against defined syllabus standards

22. Individual Healthy food programFrom Section 2 of the Curriculum plan

23. Assessment – modified Individual learning program name A modified program will change the purpose of the task to match the student’s individual learning program described in the curriculum plan. • Develop motor skills: • Spreading, chopping, slicing • Identify healthy foods: • Identify, discuss • Preparation skills: • Safe work practices • Make the sandwich • Explain the choice of fillings • Handling and storage A modified program will have conditions that specifically suit the learning needs of the student.

24. Assessment – modified cont. A modified program will report on students using Statements of Achievement Student working as a team member in serving a beverage to others. Evidence: Annotated photograph

25. Resources for internal moderation • Monitoring Forms R3 • Verification Forms R6 • Feedback from Internal Moderation • Moderation Meetings Forms R12 • Internal Reviews • External Reviews • Work program requirements • Work program checklist • Assessment program audit tool • Designing effective assessment instruments for Authority and Authority-registered subjects • Quality assuring senior assessment instruments: A tool for schools • Senior assessment hub ‒ annotated assessment instruments • State Panel reports • Senior assessment hub ‒ annotated student responses • State Panel reports

26. Assessment program audit tool • Implementation of the assessment program: • Assessment program audit tool • Overall picture of study across the suite of subjects • Consideration of the workload for both students and teachers.

27. Resources for designing assessment

28. State Panel reports

29. Senior assessment hub Senior assessment hub From the QSA homepage, select:Years 10–12 > Senior assessment hub Or go to: www.qsa.qld.edu.au/18874.html

30. Senior assessment hub page www.qsa.qld.edu.au/18874.html

31. Sample assessment products

32. Assessment products: instruments

33. Making judgments about student responses Consider teaching and learning experiences Identify curriculum Syllabus/SAS General objectives criteria Develop assessment Work program Assessment plan Make judgments

34. Assessment products: responses

35. Applying standards • Activity: Using QSA senior assessment products • Match the standards with the qualities of student responses: • Standard A responses • Standard A descriptors • Moderating using standards

36. Making judgments about student responses

37. Matching standards and responses

38. Student response — Standard A

39. Student response ― Standard A Use of mathematical reasoning to develop coherent, concise and logical sequences within a response to complex life-related situations using everyday and mathematical language

40. Application of mathematical definitions, rules and procedures in non-routine complex tasks, in life-related statistics situations

41. Identification of assumptions and their associated effects, parameters and/or variables

42. Identification of assumptions and their associated effects, parameters and/or variables

43. Investigation and evaluation of the validity of mathematical arguments including the strengths and limitations of statistical models

44. Investigation and evaluation of the validity of mathematical arguments

45. Making judgments about student responses • Activity: • Use a subject-specific work sample and relevant Standard A descriptors • Look for the match of qualities in the responses with syllabus standards descriptors.

46. Making judgments about student responses • Summary and discussion How can schools use the products on the Senior assessment hub to facilitate internal moderation processes and build a culture of informed standards-based decision making?

47. Senior assessment hub: Comments • “The key is schools/teachers must learn to set assessment themselves which suits their students hence … putting … sample items (on the web) is good practice …” • “The annotated sample response is equally important (labelling/linking to descriptors and dimensions is crucial).” • “The annotations are crucial for teachers to develop.” • “I email new ones to HODs.”

48. Senior moderation hub From the QSA homepage, selectYears 10–12 > Senior moderation hub

49. Senior moderation hub www.qsa.qld.edu.au/586.html

50. Resources www.qsa.qld.edu.au/2130.html