General syllabus orientation - International schools

General syllabus orientationOffshore schools’ transition to the new QCE system

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09

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Introduction to General subject syllabuses

Session focus

• Module 1: Syllabus foundations

The elements underpinning syllabus design

• Module 2: Syllabus structure

The structure and common features of all syllabuses

• Module 3: Syllabus spotlight — Assessment

Assessment practices

Learning goals

To understand:

• underpinning factors of

the new syllabuses

• features of the 2019

General subject

syllabuses

• new quality assurance

processes.

Success criteria

You will know you are

successful if you are able

to reflect on:

• common features of

General subject

syllabuses

• how the syllabus informs

your Teaching and

Learning Plan

• how new quality

assurance processes

apply to your teaching

practices.

A snapshot of the new system

Senior phase changes — the big picture

Module 1: Syllabus foundations

A new taxonomy: levels of processing involved in learning

Setting goals

Do I want to learn?


Exploring the cognitive system —

where learners develop particular skills for learning.

Knowledge utilisation

Skills: decision-making, problem-solving, experimenting, investigating

Cognitive verbs: decide, solve, experiment, investigate, justify

Analysis

Skills: matching, classifying, analysing errors, generalising, specifying

Cognitive verbs: compare, distinguish, classify, organise, sequence

Comprehension

Skills: integrating, symbolising

Cognitive verbs: summarise, explain, symbolise, clarify

Retrieval

Skills: recognising, recalling, executing

Cognitive verbs: recognise, identify, describe, use, demonstrate

Module 1: Syllabus foundationsdecide, solve, experiment, investigate, justify

compare, distinguish, classify, organise, sequence

summarise, explain, symbolise, clarify

recognise, identify, describe, use, demonstrate

Cognitive

verbs

21st century skills: the attributes and skills students need to prepare

them for higher education, work and engagement

in a complex and rapidly changing world


Literacy: the knowledge and skills about language

and texts essential for understanding and

conveying information


Numeracy: the knowledge and skills students need

to use mathematics in a range of

situations, and to recognise and

understand the role of mathematics in

the world


Module 2: Syllabus structure


Syllabus objectives

• ensure that users understand the intent and scope of

learning

• outline the learning opportunity the students have.

In this example from Accounting, the syllabus objectives and where they

appear in each unit are presented in the Course overview.

Module 2: Syllabus structure Syllabus objectives


Unit objective


Subject matter

Each element

of the subject

matter must be

covered in your

teaching and

learning.

Cognitive verb

Subject content


Assessment objectives


For Units 3 and 4, the

syllabus clearly defines

specifications for Internal

assessment 1, 2 and 3 and

External assessment.

Module 3: Assessment


Unit 1 and Unit 2• all assessment is internal

• results for each assessment are

not reported to the QCAA

• each unit objective must be

assessed at least once

• between two and four

assessments

• at least one assessment for each

unit

• schools decide the sequencing,

scope and scale of assessments

Unit 3 and Unit 4• schools develop three internal

assessments based on the

learning described in

Units 3 and 4

• three summative internal

assessments will be endorsed and

the results confirmed by the QCAA

• one external assessment is

developed and marked by the

QCAA

• three IA results are combined with

the results from the external

assessment to determine a final

subject result

External assessment is:

• set by and marked by the QCAA. External assessment is

summative and assesses learning from Units 3 and 4

(or for some subjects, just Unit 4)

• common to all schools

• administered under the same conditions at the same time

and on the same day

• developed and marked by the QCAA according to a

commonly applied marking scheme.



Instrument-specific marking guides

• Syllabuses provide instrument-specific marking guides (ISMGs) for the

three summative internal assessments in Units 3 and 4.

• ISMGs describe the characteristics evident in student responses and

align with the identified assessment objectives.


Criterion marking guide format

• criterion name

• performance levels

• the assessment objectives

• the stem:‘The student work has the following characteristics’

• marks or mark range

• performance-level descriptors, including

characteristics

Making judgments



Authentication

• Schools and teachers must have strategies in

place to ensure work submitted for internal

summative assessment is the student’s own work.

• Authentication strategies, to ensure fairness and

equity, are outlined in QCAA guidelines and must

be followed.

• Authentication strategies include guidance on

drafting, scaffolding and teacher feedback.

Quality assurance for internal assessment

endorsement: a quality-assurance process for summative

internal assessment instruments for

General subjects, Essential English and

Essential Mathematics

confirmation: a quality-assurance process that examines

the accuracy and consistency of teachers’

judgments about students’ responses to

ensure comparability across school



Development

• school develops the IA using the QCAA-provided assessment template

• school uses QCAA-provided resources to check quality of assessment prior to submission

Submission

• school submits IA for review through the QCAA Portal

Review

• endorser and lead endorser review IA in the QCAA Portal

Decision

• endorsement decision is communicated through the QCAA Portal

Endorsement process

Quality management: Confirmation

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Administer assessment

• school administers endorsed assessment

• teachers collect evidence, mark work, and complete school-based moderation

Data submission

school uploads provisional student results through the QCAA Portal

Sampling

QCAA identifies student samples for review and communicates sample requirement through QCAA Portal

Sample submission

school uploads student assessment responses for the identified sample

Review

two confirmers and a lead confirmer review IA responses in the QCAA Portal

Decision

confirmation decision is communicated through the QCAA Portal

Timing of quality assurance processes

Year 11

Term 1 Term 2 Term 3 Term 4

Year 12

Term 1 Term 2 Term 3 Term 4

Endorsement

IA1 and IA2

Endorsement

IA3

Confirmation

IA1

Confirmation

IA2 and IA3Applied quality

assurance


Senior phase changes — the big picture

Accreditation

• a program of professional learning and training to

strengthen senior assessment practices

• develops teacher assessment literacy and

understandings of attributes of quality assessment

• supports internal and external quality assurance

processes

Stage 1: Teacher assessment literacy

Online learning

So … today, we focused on

• Module 1: Syllabus foundations

The elements underpinning syllabus design

• Module 2: Syllabus structure

- The structure and common features of all

syllabuses

• Module 3: Syllabus spotlight — Assessment

- Assessment practices

You will know your learning has been

successful if you understand:

• common features of General subject syllabuses

• how the syllabus informs your Teaching and

Learning Plan

• how new quality assurance processes apply to

your teaching practices.

所有咨询请发送

[email protected]

Jinny Moon

Principal Education Officer, International Education Unit

Email: [email protected]

Rhonda Neill

Principal Education Officer, International Education Unit

Email: [email protected]

mailto:[email protected]



General syllabus orientation - International schools

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