Enhancing assessment capacity
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Transcript of Enhancing assessment capacity
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Enhancing assessment capacityFor teachers of Authority and Authority-registered subjects
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What are schools responsible for?
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Years 11–12 subject pages
Syllabuses and implementation advice
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Scroll down
More resources
Years 11–12 subject pages
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Highlighted standards
Where to find: Highlighted standards
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Highlighted standards
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Annotated sample student responses are available for many subjects
Where to find: Annotated sample responses
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Annotated sample student responses
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Annotated non-written student responses
Effective construction and clear communication of intended and explicit meaning applying deep knowledge and critical understanding of materials, technologies, techniques and processes
The student makes informed decisions about
media use
The artwork clearly embodies the intentions stated in the research phase
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Documents to assist assessment design
Assessment design
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Context framework for assessment
Adapted from: Queensland Studies Authority 2008, Building Student Success: A guide to the Queensland Curriculum, Assessment and Reporting Framework, QSA, Brisbane.
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Identify curriculum
Syllabus/SAS
General objectivesStandards
Using the general objectives (GOs) to plan assessment
Developassessment
Work programAssessment plan
Consider teaching and
learning experiences
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Synthesis and evaluation
By the conclusion of the course, students should:
• synthesise information on health issues to make decisions, formulate actions and solutions
• evaluate data and justify recommendations, conclusions, strategies …
Determining the GOs and standards
Using the syllabus and the school work program, determine which dimension/s of the GOs will be assessed.
The dimension of the general objectives chosen for a particular assessment instrument
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Activity — identify a general objective
• Choose one dimension of the general objectives for your subject, e.g. synthesis and evaluation.
• Highlight each of the cognition words (action words).
• Choose one general objective cognition word that matches a word you would like to work with on the handout list, e.g. justify.
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Health Education example
Synthesis and evaluation
Synthesis and evaluation uses information gained, including the application of concepts and theories, to make decisions, reach conclusions, solve problems and justify solutions and/or actions.
Synthesis is the creation of meaning and coherence from a wide variety of sources.
From: Health Education Senior Syllabus 2010, Queensland Studies Authority, p.4
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By the conclusion of the course, students should:• synthesise information on health issues to make
decisions, formulate actions and solutions• evaluate data and justify recommendations,
conclusions, strategies and actions • make decisions about strategies to communicate
ideas.
Evaluation involves the ability to use criteria and evidence to appraise the extent to which alternative ideas, proposals or solutions to a problem are appropriate, effective or satisfying.
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Activity — select a sample action
Use the handout Planning learning experiences and assessment: Using the general objectives
Select the cognition word (sample action) that you are going to focus on and highlight this word.
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Complete the element of the general objective that you are going to expand on.
Activity — select an aspect of the GO
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Consider what learning experiences could be used to develop this particular aspect of the general objectives.
Activity — consider learning experiences
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How could students demonstrate this learning in an assessment task/item?
Activity — consider assessment
Write some assessment ideas that might allow the students to demonstrate the aspect of the general objective.
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Activity — completed sample
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Consider teaching and
learning experiences
Making judgments about student responses
Makejudgments
Identify curriculum
Syllabus/SAS
General objectivesStandards
Developassessment
Work programAssessment plan
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Making judgments — alignment
The dimension/s of the general objectives chosen for a particular assessment instrument
Standards descriptors: drawn from syllabus dimension/s and standards to inform assessment design and instrument-specific criteria and standards (also known as a criteria sheet).
Standards matrix
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• Criteria are the properties or characteristics by which student work is judged or appraised.
• Criteria and standards link to the general objectives.
• Standards descriptors are statements that succinctly convey required qualities or features that can be matched to student work at various standards.
Making judgments — criteria and qualities
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Use the Standards matrix
Highlight the degree words from A to E for the standard that best matches the general objective you have been working with.
Activity — making judgments
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Activity — making judgmentsStandard A Standard C
The student work has the following characteristics:
•insightful synthesis of significant information and ideas providing discerning decisions, actions or solutions
•synthesis of information and ideas providing decisions,
actions or solutions
•critical evaluation that comprehensively justifies recommendations, conclusions, strategies and actions
• evaluation and brief justifications of recommendations, conclusions, strategies and actions
• discerning and effective choice of communication strategies that enhance meaning and impact.
• suitable choice of communication strategies that convey meaning.
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Activity — making judgments• Examine the standards from the syllabus you
used for the activity.
• Consider the assessment idea you have devised.
Discuss Standard A and Standard C Find differences between the qualitative words in the two standards and evidence that may be seen in student responses.
Standard A Standard C
• critical evaluation that comprehensively justifies recommendations, conclusions, strategies and actions
• evaluation and brief justifications of recommendations, conclusions, strategies and actions
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Using evidence to make judgments
Teachers make judgments about:• student responses to assessment instruments• levels of achievement using a folio of student
responses.
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Resources
Learning experiences and assessment instruments should be planned and refined with reference to:• Syllabus general objectives and standards• The school’s work program • Quality assuring senior assessment instruments:
A tool for schools• Designing effective assessment instruments for Authority and Authority-registered subjects.
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Constructing quality assessment
Adapted from: Queensland Studies Authority 2008, Building Student Success: A guide to the Queensland Curriculum, Assessment and Reporting Framework, QSA, Brisbane.