Programming, Assessment and the HSC

1. Programming, Assessment and the HSC

2. The HSC Standards HSC Syllabuses Performance Band Descriptions

8. Programming BasicsWhat you must do! • Ensure that all the outcomes are addressed • Ensure Syllabus weightings and components are correct • Allocate timeframes for topics • Identify outcomes being addressed and measured • Teaching, learning and assessment strategies are engaging and relate to the topic being taught • The learning needs of students are addressed

9. Steps In the design of teaching programs • Identify the outcomes to be targeted for each unit/topic and formal assessment • Determine the content to be taught within the unit of work. Cover each ‘dot’ point in the syllabus. • Design T&L activities that foster interest and provide opportunities for students to succeed and be challenged

10. Sample

11. HSC Assessment - Purpose To provide a summative measure of a student’s achievement Measure a wider range of outcomes than can be measured in one external exam Multiple measures and observations To rank students and show relative differences between their performances and achievements

12. Design and marking of tasks • Focus on outcomes – NOT values, attitudes, effort… • Tasks are appropriate for the outcomes being assessed • Range of different tasks: (3-5) 2unit course; (2-3)1unit • Tasks reflect the mandatory weightings and components specified in the syllabus

13. What does a quality task look like? • They will look different in different courses • They are well structured – scaffolded, boxed • They are explicit and well prepared • They are appropriate in length and complexity • They are NOT always test type items • They are relevant • They have quality marking guidelines • They allow different products to be produced • They allow for modifications and adjustments

14. Modifications and Adjustments • Change the environment – practical considerations • adjustments to the assessment process, eg additional time, rest breaks, quieter conditions, or the use of a reader and/or scribe or specific technology • adjustments to assessment activities, eg rephrasing questions or using simplified language, fewer questions or alternative formats for questions • alternative formats for responses, eg written point form or notes, scaffolded structured responses, short objective questions or multimedia presentations

15. How is the HSC mark determined? Internal assessment 50% (Moderated Assessment Mark) External HSC exams 50% HSC mark = 100% Student performance is reported as a band descriptionfor every subject that has an external exam. For example if you get a HSC mark of 90 or above you will receive a Band 6. +

16. Why Moderate? • Raw assessment marks are obtained in different ways in each school. • Assessment tasks vary in style and level of difficulty both within and between schools. • Marking scales may vary between different courses and between different schools.

17. The Moderation Process • The assessment rank order stays the same. • The ‘gaps’ between students are proportionally maintained. • The top exam mark sets the limit for the top assessment mark. • ATAR calculations include the moderated assessmentmark. It is fair…it happens to everyone

18. To Sum Up Quality assessment tasks = accurate ranks and gaps Range of tasks, processes and products RANK is what matters and relative gaps Bottom students DO NOT drag top students down The BoS MUST maintain your assessment rank and relative gaps Questions……

19. Contacting me Alanah Miszuk alanah.miszuk@bos.nsw.edu.au 6334 8048