introducing the queensland system of externally moderated school-based assessment in years 11–12
TRANSCRIPT
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