assessment seminar 2010 accounting and finance 2010/05037

Assessment seminar2010

Accounting and Finance

2010/05037

Seminar objectivesThat teachers:• understand the key WACE assessment and moderation

requirements• understand the WACE examination process• understand the key features of the WACE examination design

briefs• understand the difference in the style and difficulty of

questions in sample exams for stages 2 and 3• understand the marks adjustment process• understand the small group moderation procedures• understand the Council’s processes for comparability and

developing course standards• are aware of the range of Council resources for teachers

Key messages for 2010• The Curriculum Council acknowledges the

outstanding work of teachers in implementing the new courses.

• In 2010, all new courses will be taught in Year 12 and all but Workplace Learning will be examined.

• As courses are implemented, keep assessment in perspective:– ensure students get quality feedback that helps their

learning;– ensure assessments are of high quality - fair, free of

bias, differentiating.

• Final exams will 'mirror' the sample exams.

Key WACE assessment and moderation requirements

• current syllabus

• course unit outline

• assessment outline

• set of assessment tasks

• marking keys

• recording

• grading

Sample course unit outline

Sample assessment outline

Teaching program

Developm

ental continuum (D

C)

Unit Syllabus Defines the section of the DC that the unit covers

Unit Assessment Outline Outlines what will be assessed and when and how a teacher will gather evidence in relation to the assessment types

Task 1

Task 2

Task 3

Task 4

Marking key 1

Marking key 2

Marking key 3

Marking key 4

Marks book Contains the results of all assessments

100 80 60 40 20 0

A

C

D

E

B

The relationship between the elements

WACE examinations

• external exams for all courses• the first exams for this course will be

conducted this year• the Stage 2 and 3 papers are different• all full-time Year 12 students enrolled

in a pair of units at Stage 2 or 3 must sit the exam unless they seek exemption

Examination design briefs

Provide a ‘blueprint’ for the examining panel outlining:• time allowed• permissible items • structure of examination with:

• weighting of sections• nature of questions

• equipment and materials

Included in the revised syllabus

Looking at the two exam design briefs

Read the specifications for each design brief to determine the differences between the stages in terms of the following features:• sections (number, type, weighting, time allocation)• questions (number, type)• materials (special equipment permitted, stimulus)

How does the exam design brief affect your teaching and assessment of the course?

Final sample examination papers

• reflect the exam design brief for the stage• support teachers by providing indication of the

shape and pitch of the WACE examination• provided to schools• available from the Council’s online learning

and support extranet at:https://lms.curriculum.wa.edu.au

Looking at the final sample examinations for ACF

Familiarise yourself with the style and difficulty of the questions in the Stage 2 and Stage 3 final sample papers

The WACE examination paper

• will have the same intent and structure as the sample paper

• will be based on the exam design brief

• will include questions that provide a representative sampling of the content in the syllabus

Take a break

Moderation processes for comparability 2010

• consensus moderation meetings

• school moderation program

• small group moderation procedures

• statistical moderation of school marks

ComparabilitySource of non-comparability Processes to establish

comparability

• the WACE exam marks and school marks are on a different scale but a 50/50 combination of the marks is required

• the WACE exam marks in one year are on a different scale to those in a different year

• standardisation

• school marks in one school are on a different scale to those used in other schools

• consensus moderation

• statistical moderation

• students of different abilities study different courses • scaling (by TISC)

Raw WACE exam marks

Moderated school marks

Raw school marks

Standardised moderated

school marks

Standardised WACE exam

marks

Scaled scores

Combined marks

The marks adjustment process

WACE course scores

Curriculum Council processes

TISC process

Standardisation

Statistical moderation of school marks

matching school marks and exam marks

Statistical moderation of school marks

matching school marks and exam marks

The combined mark

• combined mark = (standardised moderated school mark + standardised exam mark) ÷ 2

The WACE course score

<insert Alan Honeyman diagram>

Course standards

•standards setting

•WACE course report

•standards packages

Standards setting

• conducted by a panel of examination markers

• establishes achievement bands

• develops band descriptions

• identifies sample responses to include in the standards package.

Standards package

• for each course at Stage 2 and 3

• provided to schools early in the next school year after the WACE examination

Small group moderation

• protects the interests of students in small groups

• compulsory for a school where a course/stage has small enrolments at a stage in Year 12

• take into consideration any students who will apply for exemption

A common scale

Aim: to get the marks from partner school onto a common scale (i.e. achieve comparability)

Done by:• sharing a common assessment outline or

using a significant number of common assessment tasks with common weightings

• and agreeing to marking practices that ensure comparability of teacher judgements

Result: comparability between partner schools

Council support for teachers

• the online learning and support extranethttps://lms.curriculum.wa.edu.au

• the assessment advice papers on the Council website

http://www.curriculum.wa.edu.au/internet/Policy/Assessment

• WACE Circulars

• e-Circulars

Accessing the extranet

Council contacts

• Moderation & StandardsIan Gaynor : Ian.Gaynor@curriculum.wa.edu.au

• Curriculum & AssessmentsKerry Cribb: Kerry.Cribb@curriculum.wa.edu.au

Maria Tsovleas: Maria.Tsovleas@curriculum.wa.edu.au

• info@curriculum.wa.edu.au

Thanks for attending