workshops to support the implementation of the new languages syllabuses in years 7-10

www.curriculumsupport.nsw.edu.au

Workshops to support the implementation of the new languages syllabuses in Years 7-10


Purpose of the dayTo provide support in understanding:• assessment issues related to the new languages

syllabuses in Years 7-10• the ICT requirements of the new languages

syllabuses in Years 7-10.To provide opportunities to work collaboratively towardsproducing:• an assessment task• an ICT task.


What has happened so far?New syllabuses were released in 2003.In 2004 the Languages Unit:• conducted workshops across the state on

programming for the new syllabuses• published support in a range of languages on the web

site, including sample scope and sequence documents and sample units of work

• published articles on the syllabuses in languages bulletins and curriculum support publications.


Assessment


Assessment should be an integral part of a unit of work and should support student learning.

Assessment is the process of identifying, gathering and interpreting information about students’ learning. The central purpose of assessment is to provide information on student achievement and progress and set direction for ongoing teaching and learning.


What assessment advice has been issued?

Principles of Assessment and Reporting in NSW Government Schools DET NSW 1996

Consistency in Assessment and Reporting: a Support package for Secondary Schools CD-ROM package


In 2004 the Board of Studies issued:• Advice on Programming and Assessment• Assessment for learning in a standards-referenced

framework CD-ROM• Descriptions of Levels of Achievement Consultation

Draft


FAQs• What should I assess? • How should I assess?• How should I assess MBCs?• How often should I assess?• How should I record results?• How should I report results?• What about Quality teaching and assessment?• How should I use the DLAs?


Assessment expectationsSchools develop assessment policies which:• provide opportunities for students to demonstrate

achievement of mandatory outcomes • use valid and reliable assessment strategies • have assessment processes which are time efficient

and manageable.


Teachers plan assessment strategies when planning

teaching and learning activities.

Quality assessment:• provides opportunities for students to demonstrate

what they know and can do• is inclusive of all learners• is fair and valid• has explicit quality criteria.


Teachers’ judgements about student achievement can be supported by samples or evidence of students’ work.

Teachers collect and record information that will enable them to:• judge achievement of outcomes appropriate for the

stage of learning • plan further teaching and learning activities• monitor student progress• report achievement to parents.


What is a standards-referenced framework?A standards-referenced framework describes,

through syllabuses and other documents, the

expected learning outcomes for students.

In a standards-referenced framework outcomes are

central to teaching and learning and assessment.


Standards • Syllabus standards (outcomes and content) articulate

what is to be taught and learnt.• Performance standards (stage statements, draft

levels of achievement) describe the quality of performance in meeting the outcomes of a stage of learning.


The syllabuses use the terms• Assessment of learning• Assessment for learning

Assessment of learning has replaced the termsummative assessment.

Assessment for learning has replaced the termformative assessment.


Assessment of learning is assessment for accountability purposes, to determine a student's level of performance on a specific task or at the conclusion of a unit, year or stage.

The information gained from this kind of assessment is often used in reporting.

These professional judgements about student achievement are made at key points in the learning cycle e.g. at the end of a year or stage.


Assessment for learning, on the other hand, is ongoing and acknowledges that assessment should occur as a regular part of teaching and learning and that the information gained from assessment activities can be used to shape the teaching and learning process.

It provides feedback that helps students to understand and plan the next steps in learning.


Evidence of learningMethods of gathering evidence of learning include:• informal observation by the teacher• questioning• peer evaluation• self evaluation• structured assessment activities.


Criteria for assessing learning• should be communicated to students with the activity• are clearly expressed in terms of the knowledge,

understanding and skills required for the activity• relate to the syllabus outcomes • relate to the guidelines for marking • relate to performance standards• are sometimes referred to as assessment rubrics.


Feedback to students• is integral to the teaching and learning process• will let students know how well their knowledge,

understanding and skills are developing in relation to the outcomes

• enables students to recognise their strengths and

areas for improvement• allows students to plan the next steps in their

learning.


The process of recording evidence for assessment

• needs to be manageable and allow information to be recorded quickly and easily

• should emphasise quality rather than quantity of evidence

• should reflect the reporting processes of the school• can be both formal and informal.


• Ways of recording assessment may include:

comments

grades

marks

checklists against assessment criteria

rating scales

observation grids

notes from interviews

graphs.


Descriptions of levels of achievement

Stage 4 has four levels of achievement.

Stage 5 has five levels of achievement.

Student achievement will be reported on the School Certificate Record of Achievement.


TerminologyOutcomes

Explicit statements of the knowledge, skills and

understanding expected to be learnt by students.

Criteria

Descriptive statements that teachers will use to make

judgements about the marks to be awarded for different

levels of performance.


Rubric

General criteria at the beginning of a section that will be

taken into account in marking work.

Marking guidelines

Provide the criteria for making judgements about the

different levels of student performance and the marks to

be awarded.


Marking schemeMay be identical to the marking guidelines

ORMay elaborate the marking guidelines in the light ofstudent responses.

Work samplesProvide student responses that illustrate particular outcomes and provide an indication of levels of student performance.


Where can I find more information?• Articles in languages bulletins and Curriculum

Support documents• Curriculum Support web site• Consistency in Assessment and Reporting: a Support

package for Secondary Schools CD-ROM package• DET web site

http://www.schools.nsw.edu.au/learning/7-12assessments/index.php


Curriculum Corporation Assessment for Learning website www.curriculum.edu.au/assessment

Information on:

designing and using rubrics

effective feedback

strategic questioning

student self-assessment.

workshops to support the implementation of the new languages syllabuses in years 7-10

Documents