Assessment

1. Assessment

2. What is the purpose? • To set the direction for ongoing • teaching and learning • To provide information on student • achievement

3. Assessment Formative assessments... are used to improve instructional methods Assessment for learning Summative assessments... make a judgment of student competency after an instructional phase is complete. Assessment of learning

4. Assessment forlearning Learning intentions Literacy – 1 from each aspect on the continuum Numeracy – Key ideas from syllabus

5. Learning Intentions

6. Assessment of Key Ideas

7. Maths assessment resources

8. Standardised Assessment

9. Standardised Assessment

10. Assessment Schedule

11. Consistent Teacher Judgement The consistency of judgements about grades within schools comes from: • following teaching programs based on common syllabuses • using the common grade scale • considering shared samples of student work. • discussions with colleagues

12. What is moderation? Moderation is the process where teachers compare judgements to either confirm or adjust them The process involves close collaboration to establish a shared understanding of what achievement of an outcome looks like..

13. A-E Reporting • Four Key Messages • 1. A-E grades are a ‘point in time’ judgement • 2. Dialogue needs to occur with colleagues, within • year/stage groups • 3. The allocating of the A-E grade is an overall • judgement based on a range of assessment. • 4. Consistent use of plain, clear language.

14. Point in time At the beginning of the reporting period, teachers will consider what students are expected to learn. •At the end of the reporting period, teachers will consider how well students have achieved what they are expected to learn during that semester.

15. C - Sound In practice, a ‘C’ would be allocated if the student is performing reasonably well with the work that has been taught. Some work may have needed some extra revision or even some individualised instruction, but the student has understood the main concepts and has demonstrated an adequate level of competence.

16. D - Basic In practice, a ‘D’ would be allocated if the student’s performance is inconsistent. There will be some gaps or lack of depth in his or her understanding of the work that has been taught and there is evidence that this has been occurring across a range of assessments.

17. E - Limited In practice, an ‘E’ would be awarded if there is a high level of concern about the student’s performance. He or she will have experienced difficulty in most of the assessment tasks. It is likely that the student will only have an elementary knowledge in a few areas of what was taught. This should not be a surprise to the parent.

18. B - High In practice, a ‘B’ would be awarded if the student is performing very well with the work presented and has consistently met the outcomes at a high level for the reporting period. This has been evident across assessment tasks.

19. A - Outstanding In practice an ‘A’ would be awarded if the student is performing extremely well and is regularly applying their skills, extensive knowledge and deep understanding to new situations. The student is demonstrating outstanding achievement.

20. B In