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Assessment of student achievement of outcomes from the 7-10 Science syllabus

Assessment of student achievement of outcomes from the 7-10 Science syllabus . Language used with assessment. Issues . 1. Is assessment used for control? Is assessment used to provide evidence of learning? 2. Is there an over - emphasis on formal, end of unit style assessment task? .

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Assessment of student achievement of outcomes from the 7-10 Science syllabus

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  1. Assessmentof student achievement of outcomes from the 7-10 Science syllabus

  2. Language used with assessment

  3. Issues 1.Is assessment used for control? Is assessment used to provide evidence of learning? 2. Is there an over-emphasis on formal, end of unit style assessment task? Mackellar Girls HS

  4. NSW Department of Education and Training Draft guidelines for consultation

  5. Issues 3. Are students assessed without explicit teaching? 4. Is assessment integrated into the teaching learning program? Colo HS

  6. Issues 5.What accountability issues are there related to the recording of assessment? 6. What constraints does it place on a faculty that decisions regarding reports are made at a school level? 7. Are reports written in plain language? 8. How do marking guidelines relate to rating scales on reports? Oxley HS

  7. What type of rating scales to use? • 2 point scale e.g. competent/not competent • 3 point scale e.g. working towards/achieved/ working beyond • 5 point scale e.g. beginning/developing/consolidating/ achieved/working beyond • Level of achievement scale e.g. excellent/ high/ substantial/ satisfactory/ elementary/ unsatisfactory. • multi-point scale e.g. 1-2-3-4-5 or A-B-C-D-E.

  8. Process for awarding grades in 2006 • Same as current CPD process • Based on Stage 5 Descriptions of Levels of Achievement • Identify the level description that best matches the overall achievement • Not a checklist • At end of Year 10 the level is recorded on SC Record of Achievement.

  9. Understanding Standards Assessment Resource Centre www.arc.nsw.edu.au Samples of student work (Stage 5) Online judging and critique process prentice@boardofstudies.nsw.edu.au

  10. Teachers • Have explicit knowledge of the syllabus • Make professional judgements on what is important • Understand school community/context and student needs • Need time for professional dialogue • As a profession can set benchmarks

  11. Years 7-10 Science Syllabus Requirements

  12. Department of Education and Training Principles for assessment and reporting in NSW government schools

  13. Board of Studies Advice on Programming and Assessment

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