Introducing the Queensland system of externally moderated school-based assessment in Years 11–12

Schools are responsible for:

Syllabus and study area specification

A syllabus and study area specification (SAS) is a statement of:•the course aims and objectives•course organisation•learning experiences•standards •assessment.

Identify curriculumSyllabus/SAS

general objectivesstandards

Consider teaching and learning experiences

Using the general objectives to plan assessment

Developassessment

work programassessment plan

The general objectives are used to plan learning experiences

Consider what learning experiences could be used to develop this particular aspect of the general objectives

Syllabus Objective Learning experiences I could use…

Recognise the environmental, social, economic and political implications of an issue

Context — Qld floods and cyclone:

In pairs, students review two newspaper articles:

1. Courier Mail — flooding in Toowong and along the Brisbane River up to UQ

2. Lockyer Valley News — local rural flooding.

•Identify similar and different social issues in each district

•Whole class discusses findings, social implications, long-term impact

•Compare social impacts:

• Chelmer (wealthy, own boats, moved into hotels) versus

• Rocklea (many homes on flood plain, living in caravans, no insurance)

•Possible political implications if rates go up to pay for damaged infrastructure.

Standards-based assessment

Stated in syllabuses and SASs:

• CRITERIA are the properties or characteristics by which student performances are appraised

• STANDARDS are fixed reference points used to describe how well students achieve the objectives of the syllabuses.

Criteria and Standards — Geography

Standard A Standard B Standard C Standard D Standard E

1. Knowledge

The student work has the following characteristics:

thorough and comprehensive coverage of geographical facts, concepts, key ideas, processes and explanations

spatial information is thorough, accurate and relevant

detailed coverage of geographical facts, major concepts, key ideas, processes and explanations

spatial information is detailed accurate and relevant

basic coverage of geographical facts, major concepts, key ideas, processes and explanations

spatial information is accurate and relevant but has limited detail

partial coverage of geographical facts, concepts and key ideas

spatial information is incomplete with some relevance

minimal coverage of geographical facts, concepts and key ideas

spatial information is fragmented or inaccurate

2. Analytical processes

The student work has the following characteristics:

in-depth identification and explanation of geographical patterns and processes

insightful transformation, interpretation and extrapolation of geographical information

accurate identification and thorough explanation of simple and complex relationships, including anomalies

detailed identification and explanation of geographical patterns and processes

effective transformation, interpretation and extrapolation of geographical information

mostly accurate identification and significant explanation of simple and complex relationships

identification and explanation of some geographical patterns and processes

some transformation, interpretation and extrapolation of geographical information

identification and explanation of simple relationships

identification of simple geographical patterns and processes

superficial transformation, interpretation and extrapolation of geographical information

identification and explanation of simple relationships

identification of some simple geographical patterns

unsubstantiated geographical information

relationships are inadequately identified or established

3. Decision-

making processes

The student work has the following characteristics:

comprehensive and thorough evaluation of alternative proposals, strategies, solutions and plans

insightful and balanced application of a range of appropriate criteria to the

detailed evaluation of alternative proposals, strategies, solutions and plans

effective and balanced application of appropriate criteria to the decision

evaluation of alternative proposals, strategies, solutions and plans

application of some criteria to the decision

justification of decisions

some evaluation of alternative proposals, strategies, solutions and plans

some connections to factors affecting the decisions

some unconnected conclusions about the geographical problems

no decisions evident

Instrument-specific standards

Standard A Standard B Standard C Standard D Standard E

Decision-making processes

Standards associated with exit:

comprehensive and thorough evaluation of alternative proposals, strategies, solutions and plans

detailed evaluation of alternative proposals, strategies, solutions and plans

evaluation of alternative proposals, strategies, solutions and plans

some evaluation of alternative proposals, strategies, solutions and plans

some unconnected conclusions about the geographical problems

Decision-making processes

Instrument- specific standards

comprehensive and thorough evaluation of alternative proposals for securing the future of Yingxiu

detailed evaluation of alternative proposals for securing the future of Yingxiu

evaluation of alternative proposals for securing the future of Yingxiu

some evaluation of alternative proposals for securing the future of Yingxiu

some unconnected conclusions about the geographical problem in Yingxiu

Geography standards

Making judgments about student responses

Make judgments

Identify curriculumsyllabus/SAS

general objectivesstandards

Consider teaching and learning experiences

Developassessment

work programassessment plan

Principles of quality-assurance processes

• Principles− School-based assessment aligned to syllabus

and SAS documents

• School-based assessment

• Evidence is required − by schools to substantiate their decisions

Quality assurance of Authority subjects

Form R3 Monitoring

• School’s implementation of the course

• Effectiveness of assessment: allows students to demonstrate the criteria across the range of standards

• School’s decisions about interim Levels of Achievement.

Form R6 Verification

• How appropriate are schools’ judgments about students’ achievements?

• Do assessment instruments allow students to demonstrate achievement across all criteria and standards?

Quality assurance of Authority-registered subjects

Study Area Specification (SAS)

Form R12 Moderation meeting

Subjects for 2011 moderation meetings

Business

Early Childhood

Hospitality

Marine & Aquatic

Manufacturing

Science in Practice

Social & Community Studies

Tourism

Adapted from Queensland Studies Authority 2008, Building Student Success: A guide to the Queensland Curriculum, Assessment and Reporting Framework, QSA

QSA Website: www.qsa.qld.edu.au

Years 11–12 Subject pages

Highlighted standards

Documents to assist assessment design

Assessment products — Physics

Documents to assist teachers to develop assessment instruments and make judgments

English — Assessment instrument

Annotated sample student responses — English

Application of mathematical definitions, rules and procedures in routine, simple life-related situations

Annotated sample student responses — Mathematics

Annotated sample student responses — Visual Art The artwork clearly embodies the

intentions stated in the research phase.

The student makes informed decisions about media use.

effective construction and clear communication of intended and explicit meaning applying deep knowledge and critical understanding of materials, technologies, techniques and processes.

Assessment and responses — Japanese