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Stages of monitoring

Stages of monitoring. Information for panellists. Monitoring. Occurs mid-way through the course of study Review panels consider how schools have implemented the course and assessment decisions

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Stages of monitoring

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  1. Stages of monitoring • Information for panellists

  2. Monitoring • Occurs mid-way through the course of study • Review panels consider how schools have implemented the course and assessment decisions • Panellists scan sample folios to find evidence that supports the judgments that teachers have made through focused marking

  3. STAGE 1 Receiving the package Check contents of school submissions (See Part A ― Submission checklist) STAGE 2(a) Review upon receipt of submissions Scan the work program course organisation and assessment plan. Was the instrument design effective? Did students have opportunities to demonstrate syllabus standards descriptors? (See Part B ― Pre-review notes) STAGE 2(b) Review upon receipt of submissions Scan and read samples of student responses to inform completion of pre-review notes (See Part B ― Pre-review notes)

  4. STAGE 3(a) Procedures for meeting day Scan and read samples of student responses to find evidence to support schools’ assessment decisions (See Part C ― Review notes) STAGE 3(b) Conferencing at monitoring Conference with other panellists and construct comments for the district review panel chair to use as advice to schools (See Part D ― Panel consensus report)

  5. Stage 1: Receiving the review package • Use form: Part A ― Review submission checklist • Check that package includes: • Form R3 • Copy of approved work program • Assessment instruments including conditions • Sample folios • Any supporting items, e.g. videos, DVDs Let the District Coordinator know if anything is missing and they will follow up

  6. Focus of monitoring • To provide advice to schools about the: • implementation of the relevant senior syllabus • effectiveness of assessment instruments in offering students opportunities to demonstrate syllabus general objectives and standards • school’s matching of the appropriate standards descriptors with the qualities of student work based on evidence in the sample folios • interim levels of achievement decisions

  7. Stages 2a & 2b: Conducting the pre-review • Use form: Part B ― Pre-reviewing notes • Spend no longer than 2 hours on pre-review • Focus on the directions and questions in the Part B review notes • Complete detailed review notes • Provide clear, citable evidence to support your professional judgment • Take the submissions you have pre-reviewed to the monitoring meeting

  8. Completing detailed review notes • Focus on the evidence • Refer to the syllabus (cite particular pages) • Use the language of the syllabus standards descriptors • Provide written advice that is clear, concise, constructive, factual, respectful and relevant • Use language that reflects the spirit of cooperation and professional respect • Provide sufficient evidence for the panel chair to write informed recommendations

  9. Stage 3a: Procedures for meeting day • Use form: Part C ― Monitoring review notes • At the start of the day, give the pre-reviewed submissions and Part B ― Pre-review notes to the panel chair • The panel chair will address the panel and outline the proceedings for the day • Complete detailed Monitoring review notes

  10. Monitoring review notes • Provide detailed comments about: • whether the assessment is effective and allows opportunities for students to demonstrate the syllabus standards descriptors • the school’s implementation of the course • the school’s assessment decisions about the application of standards and interim levels of achievement

  11. Stage 3(b): Conferencing at monitoring • Use form: Part D ― Panel consensus report • Each submission is independently reviewed by 2 panellists • Panellists discuss their conclusions to reach consensus • Discussions are based on evidence in the submission and the syllabus standards • Panellists complete Part D ― Panel consensus report for the panel chair to consider • If consensus cannot be reached, panellists refer the submission to the panel chair

  12. End of the meeting • Before leaving the venue on meeting day: • Return all submissions/review notes to panel chair • Brief panel chair on any issues related to submissions • Ask panel chair whether they need help with end-of-day tasks

  13. Form R3 • After the monitoring meetings, submissions and originals of the Form R3 with comments and advice from review panels are returned to schools • These comments are used as the basis of discussion by teachers of the subject at the school

  14. Confidentiality • A panellist is an agent of the QSA and must maintain the confidentiality of sensitive and official information including: • details of their reviews • discussions during the consensus process • outcomes of the review process

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