Consistent Teacher judgement

1. Consistent Teacher judgement School Based Assessment and Reporting Unit Curriculum Directorate © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

2. Discussion • What do you understand by the term “consistency”? • Why do you think consistency in teachers’ judgements is important in teaching and assessing?

3. Consistency and Comparability There are two important concepts underpinning the use of teacher judgement as a source of evidence of student achievement. These are: Consistency-judgements that accord with: • Those previously made for individual students • Those made for all other students in a range of contexts Comparability-judgements that accord with: • Those made by other teachers for individuals or groups of students Both of these concepts are important in providing reliable and valid evidence of student achievement using judgements.

4. What is consistency? Consistency in relation to assessment occurs when teachers are able to make judgements about student learning that are not dependent on the individual teacher, student, location or time and are based on a shared understanding of standards of learning. Consistency in making assessment judgements needs to develop: • Across assessment tasks • Across teachers of different classes • Across key learning areas (such as creative arts, mathematics, science) • Across time (within one key learning area over a period of years) • Across schools Establishing procedures and structures to provide sufficient time on a regular basis for teacher discussion about teaching, learning and assessment is the key to enhancing consistency.

5. Why do we need consistency of teacher judgement? • We need consistency of teacher judgement to ensure that syllabus program expectations, student achievement standards and student achievement data are valid and reliable. • Being fair to students is a compelling reason for achieving consistency in setting program expectations, achievement standards and assessing student performance.

6. Discussion • In what ways do we currently achieve consistency in our judgement? • Describe any experiences you have had with developing consistent judgements in your school or in other schools.

7. Planning for consistency Support • Teachers will be supported in making consistent judgements if: • they collaboratively plan teaching and learning programs which integrate assessment. • they collaboratively develop common assessment practices and tasks which reflect teaching and learning based on syllabuses. • they discuss student work within or across grades/faculties and schools to moderate their judgements. “The single biggest issue facing teachers as they design assessments has nothing to do with assessment per se but with having a clear understanding of the learning outcomes they should have for students.” Arter 1998 Consistent practices and procedures around assessment and reporting occur in an environment that fosters and promotes collaborative dialogue at all stages of the teaching and learning cycle.

8. Planning for consistency Professional Learning • Professional learning helps develop a culture that works towards achieving consistent judgements about student achievement. • Consistent judgement is best supported in a culture where: • There is an underpinning belief that consistent teacher judgement is fair to all students • Teachers realise the value and importance of consistency, and are committed to working towards consistent assessment • Teachers are involved in working collaboratively • Processes for encouraging sharing and discussion are open, ethical, transparent and non-judgemental • Teachers, parents and students have confidence in the validity of judgements reached in schools.

9. Planning for consistency Critical issues that support consistency of teacher judgement • The use of previous assessment information to provide direction for the current program at both whole-class and individual levels. • Identification, at the planning stage, of how, when and what will be assessed. These will include the diagnostic, formative and summative assessment opportunities that occur throughout the teaching and learning sequence. • Recognition that assessment should link directly to, and provide evidence of, achievement of the standard expected by the syllabus. • Acknowledgement that sometimes students demonstrate achievement of outcomes in ways other than those that teachers have planned. Teachers need to be open to these opportunities. • Collaboration between staff to further clarify understanding of outcomes.

10. Planning for consistency The role and needs of parents • What are the implications of our work in consistency for our parent community? • What are the needs of our parents in relation to consistency in teachers’ judgements? • How can teachers better understand what parents’ needs are? • How can teachers involve parents in the dialogue about the professional judgements being made? • How can teachers benefit from working more closely with parents? • What are the desired outcomes of our collaboration with parents in this area? • What professional development activities support a partnership between parents and teachers in exploring consistency? • What strategies for communication can we develop to enhance parents’ understanding of assessment, reporting and consistency in teachers’ judgements?