Consistency of Teacher Judgement
PDHPE 7-10
Assessment in PDHPE
Assessment for learning
Assessment of learning
• ongoing process• provides direction
for teaching and learning
• Point in time judgement
• Made against syllabus standards, CPDs or A-E scale
The relationship between A-E Grades and CPDs
Year 7
Semester 1 A-E reporting scale used
to make judgements on student
achievement related to
the syllabus outcomes
and content taught
during that semester
only.
Semester 2
Year 8
Semester 1
Semester 2
Year 9
Semester 1
Semester 2
Year 10
Semester 1 BOS CPDs used to make
judgementSemester 2
A-E Grades
At the beginning of a reporting period, teachers will consider what students are expected to learn.
At the end of the reporting period, teachers will consider how well students have achieved. This is reported by using the common A-E grade scale.
Common Grade ScaleGrade Grade Descriptions
AThe student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.
BThe student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.
CThe student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.
DThe student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.
EThe student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.
Course Performance Descriptors Course performance descriptors describe the
main features of a typical student's performance at each grade measured against the syllabus standards.
The final judgement of the most appropriate grade is made on the basis of available assessment information and with reference to the course performance descriptors.
What is consistency?
Consistency in relation to assessment occurs when teachers are able to make judgements about student learning that are not dependent on: the individual teacher student location time.
These are based on a shared understanding of syllabus standards of learning.
Why do we need consistency? To: Develop shared or common interpretations of
standards and expectations of what constitutes achievement of syllabus standards
Develop shared understandings of what students’ achievements look like
Develop accuracy and reliability in making judgements
Ensure judgements are equitable in terms of implications for student learning
Strengthen the value of teachers’ judgements Inform well-targeted teaching programs
How can consistency be developed? Participate in professional dialogue with colleagues. Develop a common task across the grade and
corporate mark. Select individual work samples and discuss what the
student demonstrates in the sample. Build in structured time to meet with faculty
members to discuss consistency issues. Review work samples from other schools and
discuss allocation of grades.
How can consistency be developed?
Developing consistency
Understand the syllabus
standards
Participate in professional
dialogue
Use student work
samples
Getting to know the standards You become familiar
with the standards by reading
the descriptions for each grade
the tasks and activities
the work samples, and
the grade commentaries.
Developing consistency
Understand the syllabus
standards
Participate in professional
dialogue
Use student work
samples
Getting to know the standards Think of students who
have produced work of a similar standard to develop a “mental picture” of the knowledge, skills and understanding represented by that grade.
Discussions with your colleagues may also be helpful.
Developing consistency
Understand the syllabus
standards
Participate in professional
dialogue
Use student work
samples
Participate in professional dialogue Discuss the syllabus
framework Discuss outcomes and
what they mean Share interpretations
and understandings Use work samples
collaboratively Shared understanding of
student achievement at a particular point
Developing consistency
Understand the syllabus
standards
Participate in professional
dialogue
Use student work
samples
Using Work Samples Work samples aligned
to grades assist teachers to have a clear understanding of the standards at each grade level.
Teachers can use this information to assist them to consistently apply the Common Grade Scale to award grades to students.
Developing consistency
Understand the syllabus
standards
Participate in professional
dialogue
Use student work
samples
Using Work Samples
The samples of work for a subject area for a particular grade, when taken collectively, enable teachers to clearly see the quality of work typically produced by students who will be awarded each grade at the end of the stage.
Developing consistency
Understand the syllabus
standards
Participate in professional
dialogue
Use student work
samples
Assessment of learning in PDHPEAssessment of
learning
• Point in time judgement
• Made against syllabus standards, CPDs or A-E scale
Allocation of grades
Allocating Grades Decision about the most appropriate grade should
be an on-balance professional judgement that: is based on evidence gathered in a number of
assessment activities, across a range of contexts and over a period of time
gives greater weight to those activities undertaken towards the end of the course
considers the maximum level of demonstrated student achievement
represents the best overall description of the student's achievement, at the end of Stage 5.
Choosing the right grade
Reporting with grades requires teachers to use their on-balance judgement in relation to standards.
This is a key professional skill.
Choosing the right grade
An on-balance judgment does not just focus on a single piece of work.
Teachers weigh up the assessment information collected for a student up to that point in time.
This information will come from both formal assessment activities and informal observations and will be built up over time and in different situations.
Processes for developing consistency collaboratively plan teaching programs which
clearly state the intended learning
collaboratively develop common assessment practices and/ tasks
examine student work against the syllabus standards.
Collaborative planning and quality assessment processes Develop appropriate learning and assessment
activities Examine tasks to determine standard expected Examine work samples against standards Establish cut-offs between the grade levels
Go to PDHPE Unit website for a detailed process at:
http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/pdhpe7_10/pdhpe7_10/index.htm
ResourcesCurriculum K-12 websitehttp://www.curriculumsupport.education.nsw.gov.au/PDHPE Email ListServeTo register send an email to [email protected]
Board of Studies web sitehttp://www.boardofstudies.nsw.edu.au/
Assessment Resource Centrehttp://arc.boardofstudies.nsw.edu.au//
NSW HSC Online PDHPEhttp://hsc.csu.edu.au/pdhpe/
HSC Assessment Bankhttp://www.curriculumsupport.education.nsw.gov.au/
Contacts For further information contact: Rosemary Davis
CEO PDHPE
Ph: 9886 7651
Janice Atkin
Senior Curriculum Adviser PDHPE
Ph: 9886 7684