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2010/5934
Assessment seminar2010
for new and/or inexperienced teachers of WACE courses
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Seminar objectivesThat teachers:1. understand the Council-required features of a course unit outline 2. understand the Council-required features of an assessment outline 3. understand how to use marks when assessing student achievement on a
task4. understand how to weight and collate marks to form a ranked list for the
assigning of grades5. understand the Council requirements for reporting student achievement in
Year 11 and Year 126. understand the information about assessment that students should receive7. understand the need to retain marked assessment tasks8. understand the range of situations in which the school assessment policy is
used9. understand the WACE examination process10. understand that the WACE examination marks are used to adjust school
marks11. understand the small group moderation requirement and procedures12. know how the Council’s moderation processes will be implemented in 201013. are aware of and have the ability to access the Council’s range of support
materials.
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Key messages 2010
• The Curriculum Council acknowledges the outstanding work of teacher 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.
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Establish content to be taught
• the current syllabus is on the Council websitewww.curriculum.wa.edu.au
• a sample teaching program or a course unit outline is available on the Council’s extranet https://lms.curriculum.wa.edu.au
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Sample course outlineAIT Stage 2A
Week Content Resources Assessment
11–13
Task 3: Creation of the advertisement proposed in Task 2 with associated planning materialsvideo cards: types, specifications etc.sound cards: types, specifications etc.Technology Processsimple design techniquesreview animation basicsreview movies and what makes them attractivedesign elements and principlesdesign basics
Animation program e.g. Director
Task 3 Creation of the DVD menu using the proposal from Task 2 Due: Week 13
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Self reflection 1
Consider your course outline
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Establish a set of assessment tasks
• follow the assessment requirements from the syllabus and the WACE Manual 2010
• develop an assessment outline (showing tasks, assessment type, weightings, timing, coverage of content)
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Assessment TypeTask / Content
TaskWeighti
ngs
Due Date
O1 O2 O3 O4
Investigation
(CC Weighting 20–30%)
20
TASK 1: The impact of video games on society Video Games are being produced all around the world every second of the day. Video games can be educational and instructional or simply a form of enjoyment. Over the past decade video games have developed in the realms of game play, graphics, speed and interactivity. Video game ratings and restrictions is a contentious issue in Australia today and laws are ever changing to catch up with technology. To fully appreciate video games we need to understand what the impact has been and where the future of gaming is headed.
10 Week 7
Task 4The local LAN centre needs upgrading. Detail the changes you plan to make.
10Week
15
Production/
Performance
(CC Weighting 50-60%)
50%
Task 2: DVD Menu : A proposalDesign a DVD menu based on an up and coming DVD of your choice.
25Week
10
Task 3: DVD Menu : ProductYou submitted a project proposal as your last task. You now need to produce the DVD Menu in a multimedia medium.
25Week
13
Response (CC Weighting 20–30%)
30 %
Task 5Test 1: Mid Semester TestProcessing and Managing Data, Creative Application of Information & Design Principles, The nature Forms and transfer of Digital Data
5 Week 7
Task 6Test 2: Semester ExaminationRepresentative sample of unit content
25Week
15
Sample Assessment Outline
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Self reflection 2
Consider your assessment outline
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Develop the assessment tasks
The assessment tasks in the set can be:• developed by you• from colleagues• samples from the Council extranet
The set of assessment tasks must meet the assessment requirements (so that comparability is achieved)
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Develop the marking keys
• developed with each task
• included with all Council sample tasks
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Marking assessment tasks
• use numerical marks
• the marking key may need to be refined as unexpected responses occur
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Self reflection 3
Let’s think about an assessment task and its marking key
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Record marks, weight and collate
• enter the marks for each task in your marks book
• the task title and weightings in your marks book must match the information in your assessment outline
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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
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Assign a grade for the course unit/s
• based on your judgement of the standard of work across all assessment tasks
• form a ranked list• use the grade descriptions and student work
samples to determine grade cut-offs
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What does the school need to report?
• Schools are required to submit a grade (A to E) for each course unit for each student.
• Each Year 12 student requires a school mark (from 0 to 100) for each Stage 2 or Stage 3 course unit.
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The assessment, marking and grading process
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What information about assessment should students have
received by now?• the school assessment policy
• the syllabus for the unit/s
• a course outline (or teaching program)
• the assessment outline/s for the unit/s
• access to the grade descriptions for the relevant stage
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Why are marked student assessment tasks retained?
• to consider when assigning a grade
• to assemble student assessment files for consensus moderation
• in the case of a student appeal
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What happens when assessment issues arise?
Answers to assessment issues are:
• in the WACE Manual 2010, or
• in your school’s assessment policy
If you need clarification then email
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Are there external exams?
The structure of senior secondary education in WA has historically featured: • school-based assessment
and• external exams
WACE exams are:• conducted for every course • separate for Stage 2 and Stage 3 (no Stage 1
exams) • compulsory for Year 12 students taking a pair of
units at Stage 2 or 3 (unless the student is exempt)
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Sample examinations
• have been developed for Stage 2 and Stage 3
• are available at your school or from the relevant course page in the Council online learning and support extranet:
https://lms.curriculum.wa.edu.au
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How are WACE exam marks used for comparability?
Both the examination marks and the school marks are brought onto a common scale and students get half of each.
The process is explained: • in the WACE Manual 2010• on the Council website• at the course-specific assessment seminars.
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What is small group moderation?
• protects the interests of students in small groups
• compulsory for schools where a course/stage has small enrolments of WACE examination candidates
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The Council moderation processes for 2010
• course-specific assessment seminars
• consensus moderation meetings
• school moderation program
• small group moderation (if required)
• statistical moderation
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Council support for teachers• assessment support materials on the Council online learning and
support extranet at: http://www.curriculum.wa.edu.au/Online_PD/Default
• read the information in the WACE Circular each term (and more regularly in the eCircular)
• email any questions to [email protected]• contact us by phone or email
Moderation & StandardsIan Gaynor: [email protected]
Curriculum & AssessmentKerry Cribb (ACF & BME): [email protected] Tsovleas (BME & ACF): [email protected] Sampson (AIT & CSC) : [email protected]
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The Council’s extranet
The online learning and support extranet provides:
• sample teaching programs• sample assessment outlines• assessment tasks and marking keys• work samples• a discussion forum (to collaborate with
other teachers of the course)
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Accessing the extranet
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Thanks for attending
