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2011/4695 1
Assessment seminar2011
for new and/or inexperienced teachers of WACE coursesModule 2
2
WACOT professional learning requirements
• today’s seminar can contribute• documentation is required
3
Seminar objectivesThat teachers:1. understand how to use marks when assessing student
achievement on a task2. understand how to weight and collate marks to form a ranked list
for the assigning of grades3. understand the Council requirements for reporting student
achievement in Year 11 and Year 124. understand the information about assessment that students should
receive5. understand the need to retain marked assessment tasks6. understand the range of situations in which the school assessment
policy is used7. understand the WACE examination process and marks adjustment
process8. are aware of the small group moderation requirement and
procedures9. are aware of the Council’s moderation processes that will be
implemented in 2011
4
5
6
Marking assessment tasks
• use numerical marks• the marking key may need to be refined
as unexpected responses occur• share the marking key
7
Consensus moderation 2011
Literature - Stage 3 only
8
Self reflection 1
Consider your marking procedures
9
10
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
11
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
12
Self reflection 2
Consider your marks records
13
14
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
An overview of the process
15
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
16
Clarissa 84
Aisha 77 sgm partner school
Alinta 77
Cody 77
Liam 74
Emma 74 sgm partner school
Yves 73
Alison 73
Lauren 71 sgm partner school
Narelle 71 sgm partner school
Harry 70
Erin 69
Neville 67
Lena 67
Eliza 67
Jemma 62 sgm partner school
Lynne 59
Helen 49
Eleni 45
Erik 45
Elise 32
Neil 12
Students are sorted into descending numerical order
Grade cut-offs need to be determined
Students from the partner school are included
17
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
18
Avoid inaccuracies
Clarissa 84 A
Aisha 77 A sgm partner school
Alinta 77 A
Cody 77 A
Liam 74 A
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
19
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.
20
Self reflection 3
Let’s think about the grade descriptions and the assigning of grades at your school.
21
The assessment, marking and grading process
22
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
23
Why are marked student assessment tasks retained?
• to consider when assigning a grade• to assemble student assessment files
for consensus moderation (where required)
• in the case of a student appeal
24
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
25
Self reflection 4
Consider student access to the required materials, your understanding of your school’s assessment policy and the retention of assessment tasks.
26
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)
27
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
28
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
29
The Council moderation processes for 2011
• course-specific assessment seminars• consensus moderation meetings• school moderation program• small group moderation (if required)• statistical moderation
30
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
31
Self reflection 5
Reflect on your understanding of the WACE examinations, the Standards Guides and the Council moderation processes.
32
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 [email protected] • contact us by phone or email
John Watson – Moderation and [email protected]: 9273 6374
Gerard Morris – Curriculum and Assessment [email protected] phone: 9273 6742
33
Points of clarification
Your turn.
34
Evaluation
Has your understanding and awareness of the Council’s marking and grading requirements, WACE examination process and moderation processes changed as a result of today’s seminar?
35
Thanks for attending
• use your Reflective Journal• this information is available as an
online learning module