School moderator meetings 2012

Moderation is a partnershipSystems of moderation are necessary to:•ensure public confidence in fairness•ensure the application of syllabus standards•maximise the reliability of judgments •build consistency in the application of standards.

Proactive rather than retrospective• Schools need to have an integrated quality

management system.• This is integral to school-based assessment.

Teaching and learning

School-basedmoderation:

•Authority subjects

•Authority-registered

•subjects

•QCIA

Assessment:• design

• judgments

Externally moderated:•Program and study plan approval

•Monitoring, Verification, Confirmation

•Moderation meetings, external reviews

•Verification of draft statements of achievements

Internal moderation

External moderation

Quality Assurance of Authority Subjects

Important junctures forinternal moderation

Monitoring Provides advice to each school about:• effectiveness of assessment instruments • the school’s matching of the appropriate standards

descriptors with the qualities of student work • interim levels of achievement decisions.

Advice is relevant to the current Year 12 cohort.

Work Programs Outlines:• course organisation consistent with the syllabus

and suited to the particular needs of students in a school

• intended student learning indicating learning experiences

• assessment program with the required number of instruments, range and breadth of techniques and dimensions to be assessed.

Quality assurance of Authority-registered subjects

Study Area Specification (SAS)

Important junctures for internal moderation

The moderation meetingThe Form R12 provides advice about:• the consistency of teacher judgments • course implementation • and the assessment package.

“Special provisions” means making reasonable adjustments to conditions of

assessment to ensure equitable opportunities for all students.

Legislation

Planning

Planning

Planning

Planning

Inclusive strategies resources

www.qsa.qld.edu.au/18307.html

• What are inclusive strategies?

• Timing — the amount of time allocated

• Scheduling — when assessment occurs

• Setting — where assessment is completed

• Presentation — how an assessment appears or is communicated to a student

• Response — how a student responds to the assessment

• Planning for combination of adjustments template

• Reviewing the inclusive strategies: Effectiveness of adjustments

QSA resources

QCIA overview

Recognition of the learning achievements of students who undertake individualised learning programs.

In a high school setting, the QCIA

typically reports achievements

from modified programs.

The QCIA quality-assurance process

Important junctures forinternal moderation

Modified programsWhat does this mean?

Modified programs:• do not use syllabus standards to make judgments

about student work• involve teachers making judgments about student

achievement, but not against defined syllabus standards

Individual Healthy food programFrom Section 2 of the Curriculum plan

QCIA Statement of Achievement Curriculum Organiser

Learning program name Programs may go across more than one curriculum organiser.

Intended learning outcomes There may be more than one learning outcome for a program.

Communication and technologies (CT)

Communication skills • Interacts with others.

• Contributes to group activities.

Personal and living dimensions (PLD)

Healthy food for living • Personal hygiene and safety.

• Basic nutrition – selecting healthy foods.

• Basic food preparation skills to make basic breakfast, lunch and dinner.

• Storing food for later such as wrapping sandwiches.

• Works in teams when serving.

Assessment – modified

A modified program will change the purpose of the task to match the student’s individual learning program described in the curriculum plan.

A modified program will have conditions that specifically suit the learning needs of the student.

Individual learning program name

Develop motor skills:•Spreading, chopping, slicingIdentify healthy foods:•Identify, discussPreparation skills:•Safe work practices•Make the sandwich•Explain the choice of fillings•Handling and storage

Assessment – modified cont.A modified program will report on students using Statements of Achievement

Student working as a team member in serving a beverage to others.

Evidence:

Annotated photograph

• Monitoring Forms R3

• Verification Forms R6

• Feedback from Internal Moderation

• Moderation Meetings Forms R12

• Internal Reviews

• External Reviews

• Work program requirements

• Work program checklist

• Assessment program audit tool

 

• Designing effective assessment instruments for Authority and Authority-registered subjects

• Quality assuring senior assessment instruments: A tool for schools

• Senior assessment hub ‒ annotated assessment instruments

• State Panel reports

 

• Senior assessment hub ‒ annotated student responses

• State Panel reports  

Resources for internal moderation

Assessment program audit toolImplementation of the assessment program:•Assessment program audit tool•Overall picture of study across the suite of subjects•Consideration of the workload for both students and teachers.

Resources for designing assessment

State Panel reports

Senior assessment hub

From the QSA homepage, select:Years 10–12 > Senior assessment hub

Or go to:www.qsa.qld.edu.au/18874.html

Senior assessment hub

www.qsa.qld.edu.au/18874.html

Senior assessment hub page

Sample assessment products

Assessment products: instruments

Making judgments about student responses

Make judgments

Identify curriculumSyllabus/SAS

General objectivescriteria

Develop assessmentWork program

Assessment plan

Consider teaching and learning experiences

Assessment products: responses

Applying standards

Activity: Using QSA senior assessment products

Match the standards with the qualities of student responses:•Standard A responses•Standard A descriptors•Moderating using standards

Making judgments about student responses

Matching standards and responses

Student response — Standard A

Student response ― Standard A

Use of mathematical reasoning to develop coherent, concise and logical sequences within a response to complex life-related situations using everyday and mathematical language

Application of mathematical definitions, rules and procedures in non-routine complex tasks, in life-related statistics situations

Identification of assumptions and their associated effects, parameters and/or variables

Identification of assumptions and their associated effects, parameters and/or variables

Investigation and evaluation of the validity of mathematical arguments including the strengths and limitations of statistical models

Investigation and evaluation of the validity of mathematical arguments

Making judgments about student responses

Activity:• Use a subject-specific work sample and relevant

Standard A descriptors• Look for the match of qualities in the responses with

syllabus standards descriptors.

Making judgments about student responses

Summary and discussion

How can schools use the products on the Senior assessment hub to facilitate internal moderation processes and build a culture of informed standards-based decision making?

Senior assessment hub: Comments• “The key is schools/teachers must learn to set

assessment themselves which suits their students hence … putting … sample items (on the web) is good practice …”

• “The annotated sample response is equally important (labelling/linking to descriptors and dimensions is crucial).”

• “The annotations are crucial for teachers to develop.”

• “I email new ones to HODs.”

Senior moderation hub

From the QSA homepage, selectYears 10–12 > Senior moderation hub

Senior moderation hub

www.qsa.qld.edu.au/586.html

Resources

www.qsa.qld.edu.au/2130.html