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Assessment seminar2011

ECU Presentation

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Seminar objectivesThat teachers:

1. understand the Council-required features of a course unit outline

2. understand the syllabus requirements for the set of assessment tasks used in a unit (or pair of units)

3. understand how to use marks when assessing student achievement on a task

4. are aware of and have the ability to access the Council’s range of support materials.

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The assessment, marking and grading process

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Establish content to be taught

• the current syllabus is on the course page on the Council website

www.curriculum.wa.edu.au

• a sample course outline or a teaching program is available on the Council’s extranet

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Sample course outline

Physical Education Studies Stage 2 Sample Unit Outline

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Establish a set of assessment tasks

• meet the assessment requirements from the syllabus

• summarised as an assessment outline (showing tasks, assessment type, weightings, timing, coverage of content)

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Physical Education Studies Stage 2 Sample 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• from your professional association or

system/sector

The set of assessment tasks must meet the assessment requirements (so that comparability is achieved)

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Develop the marking keys

• performance criteria each with a number of categories

• developed with each assessment task

• modified

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Marking assessment tasks

• use numerical marks

• the marking key may need to be refined as unexpected responses occur

• share the marking keySample written marking key Sample practical 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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Investigation Total Response Total Performance/Production Total TOT

Task 10% Task 10% 20% Task 10% Task 10% 20% Task 20% Task 30% Task 10% 60%

3A 3B 2 4 1A 1B 5

NAME /38 WM /28 WM /54 WM /100 WM /38 WM /48 WM /50 WM

Erin 23 6.05 18 6.4 12.48 40 7.41 69 6.9 14.3 27 14 32 20 39 7.8 42 69Alinta 27 7.11 20 7.1 14.25 43 7.96 72 7.2 15.2 29 15 39 24 42 8.4 48 77Lena 26 6.84 22 7.9 14.7 39 7.22 64 6.4 13.6 26 14 29 18 34 6.8 38.6 67Liam 27 7.11 19 6.8 13.89 38 7.04 66 6.6 13.6 30 16 35 22 43 8.6 46.3 74Eliza 21 5.53 16 5.7 11.24 31 5.74 56 5.6 11.3 29 15 35 22 37 7.4 44.5 67Lynne 22 5.79 15 5.4 11.15 35 6.48 57 5.7 12.2 23 12 29 18 27 5.4 35.6 59Helen 19 5 14 5 10 27 5 52 5.2 10.2 18 9.5 24 15 23 4.6 29.1 49Erik 15 3.95 12 4.3 8.233 19 3.52 44 4.4 7.92 20 11 20 13 27 5.4 28.4 45Neil 7 1.84 5 1.8 3.628 10 1.85 L 0 1.85 12 6.3 L 0 L 0 6.32 12Eleni 14 3.68 10 3.6 7.256 20 3.7 31 3.1 6.8 21 11 22 14 32 6.4 31.2 45Neville 23 6.05 19 6.8 12.84 40 7.41 65 6.5 13.9 24 13 31 19 39 7.8 39.8 67Harry 26 6.84 18 6.4 13.27 39 7.22 60 6 13.2 30 16 32 20 39 7.8 43.6 70Yves 29 7.63 24 8.6 16.2 44 8.15 70 7 15.1 26 14 34 21 36 7.2 42.1 73Alison 30 7.89 21 7.5 15.39 45 8.33 70 7 15.3 26 14 33 21 42 8.4 42.7 73Cody 28 7.37 20 7.1 14.51 43 7.96 76 7.6 15.6 30 16 38 24 39 7.8 47.3 77Clarissa 31 8.16 23 8.2 16.37 47 8.7 81 8.1 16.8 32 17 41 26 43 8.6 51.1 84Elise 11 2.89 7 2.5 5.395 17 3.15 37 3.7 6.85 14 7.4 14 8.8 16 3.2 19.3 32

written exam Prac exam

Raw mark for the assessment task based on the marking key

Insert a formula (or use a calculator) to calculate the weighted mark (using weightings in the assessment outline)

Combine the weighted mark for each task

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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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Clarissa 84 A  

Aisha 77 A sgm partner school

Alinta 77 A  

Cody 77 A  

Liam 74 B  

Emma 74 B sgm partner school

Yves 73 B  

Alison 73 B  

Lauren 71 B sgm partner school

Narelle 71 B sgm partner school

Harry 70 B  

Erin 69 B  

Neville 67 B  

Lena 67 B  

Eliza 67 B  

Jemma 62 B sgm partner school

Lynne 59 C  

Helen 49 C  

Eleni 45 C  

Erik 45 C  

Elise 32 D  

Neil 12 U  

Students are sorted into descending numerical order

Grade cut-offs need to be determined

Students from the partner school are included

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What does the school need to report to the Council?

• 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’s senior secondary assessment policy

• the syllabus• a course outline (or teaching program)• the assessment outline/s • access to the grade descriptions for the

relevant stage

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What happens when assessment issues arise?

Answers to assessment issues are:• in the WACE Manual 2011, or • in your school’s senior secondary

assessment policy

If you need clarification then email

info@curriculum.wa.edu.au

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WACE examinations

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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Main function of the Standards Guide

To provide information about:

• the written examination questions, marks and marking keys

• selected candidate responses and marker annotations

• question statistics

• examiner comments

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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 2011• on the Council website• at the course specific assessment seminars

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The Council moderation processes for 2011

• course-specific assessment seminars

• consensus moderation meetings

• school moderation program

• small group moderation (if required)

• statistical moderation

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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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Council support for teachers

• assessment support materials on the Council extranet• information in the WACE Manual 2011 and the WACE

Circular each term (and more regularly in the eCircular)• email any questions to info@curriculum.wa.edu.au• contact us by phone or email

Dino Manalis – Moderation and Standards dino.manalis@curriculum.wa.edu.au phone: 9273 6356

Kris Stafford – Curriculum and Assessment kris.stafford@curriculum.wa.edu.au phone: 9273 6731

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Points of clarification