Queensland Studies Authority

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Queensland Studies Authority. Quality-assurance processes. Partnership. The QSA operates a moderation system that is built upon a close partnership with schools. Responsibilities of the QSA. Development, review and approval of Early Years Curriculum Guidelines and syllabuses for Years 1 12 - PowerPoint PPT Presentation

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<ul><li><p>Queensland Studies AuthorityQuality-assurance processes</p></li><li><p>PartnershipThe QSA operates a moderation system that is built upon a close partnership with schools. </p></li><li><p>Responsibilities of the QSADevelopment, review and approval of Early Years Curriculum Guidelines and syllabuses for Years 112Development of professional resources for teachersTesting, assessment and moderationCertification of Queensland studentsFacilitation of tertiary entrance procedures</p></li><li><p>Responsibilities of schoolsTeaching and learning processesAssessment of student achievements that contribute towards the issue of a Student Education Profile (SEP) Senior Statement QCE QCIA Tertiary Entrance Statement </p></li><li><p>Responsibilities of the QA UnitThe Quality Assurance Unit is responsible for the quality assurance of:Authority subjectsAuthority-registered subjectsQueensland Certificate of Individual Achievement (QCIA)Learning projects.</p></li><li><p>Principles underpinning quality-assurance processesExternally moderated school-based assessment is aligned to syllabus and SAS documents.Evidence is required to substantiate schools decisions.</p></li><li><p>Quality in schools</p></li><li><p>QSA website</p></li><li><p>Standards-based assessmentStated in syllabuses and Study Area Specifications (SASs)Criteria: properties or characteristics by which student performances are appraisedStandards: fixed reference points used to describe how well students have achieved the outcomes, objectives in syllabuses</p></li><li><p>Criteria and standards </p></li><li><p>Purposes of assessmentFormative assessment is used to improve teaching and student achievement. Summative assessment is used to indicate the achievement status or standards achieved at particular points of schooling. It is geared towards reporting or certification.</p></li><li><p>Moderation of Authority subjects</p></li><li><p>Quality assurance of Authority subjects</p></li><li><p>State and district review panels</p></li><li><p>SyllabusesState course aims and objectives, course organisation, learning experiences, standards and assessment.</p></li><li><p>Work programThe schools plan of how the course will be delivered and assessedBased on the schools interpretation of the syllabusCaters for the special characteristics of the individual school and its studentsMust meet all syllabus requirements</p></li><li><p>Lodging work programsLodged by the school moderator through the QSA website Processed online by panellistsCan be amended</p></li><li><p>MonitoringFocus: provide advice to schools </p><p>Form R3 (Year 11)</p><p>School proposal for interim levels of achievement</p><p>Interim levels of achieve-ment of sample students</p><p>Very high achievement</p><p>High achievement</p><p>Sound achievement</p><p>Limited achievement</p><p>Very limited achievement</p><p>School: </p><p>School code: </p><p>Subject: </p><p>Subject code: </p><p>0</p><p>District: </p><p>Panel code: </p><p>The focus of the monitoring review is to provide advice to the school about implementation of the course of study and judgments concerning student achievement at this time. Five students should be identified by code letter A, B, C, D, E and placed appropriately to indicate the interim Level of Achievement. Further information regarding the preparation of the submission is available in The Moderation Handbook.</p><p>Number of students completing subject at Year 11: </p><p>School comments: </p><p>Signed by the Principal Date: / / </p><p>Panel advice may include consideration of the following:</p><p> implementation of the course of study</p><p> conditions of assessment</p><p> standards of sampled student work</p><p> quality and standard of assessment instruments</p><p> appropriateness of assessment criteria</p><p> proposed interim levels of achievement</p><p> concordance with ACACA guidelines for quality and equity in assessing student achievement</p><p>Review panel advice: </p><p>Recommended action(s): </p><p>Signed by Chair Date: / / </p><p>for FORMCHECKBOX state, or FORMCHECKBOX district review panel.</p><p>Copies:</p><p> Before meeting: Original, duplicate and triplicate forwarded with samples to be reviewed. Quadruplicate retained by school when making initial submission.</p><p> After meeting: Original returned to school. Duplicate retained by Chair and returned to District Coordinator. Triplicate retained by Chair.</p><p>This information is collected so that the legislated functions of the QSA concerning moderation can be carried out. Personal information is not usually disclosed to anyone other than relevant QSA staff unless required or authorised by law, permitted under the Queensland Government privacy policy, or so that the legislated function can be completed.</p><p>Queensland Studies Authority, Ground floor, 295 Ann Street Brisbane. PO Box 307 Spring Hill Q 4004.</p><p>Phone: (07) 3864 0299; fax: (07) 3221 2553; email: office@qsa.qld.edu.au; website: qsa.qld.edu.auMOD.</p></li><li><p>Monitoring submissionForm R3Copy of the approved work programClean copies of assessment tasks (including data on conditions)Minimum of five sample student folios (or the whole cohort, if less than five), with completed profilesDocumentation of student performances</p></li><li><p>VerificationFocus: provide feedback to schools about the proposed match of folios to stated syllabus standard descriptors</p><p>Form R6 (Year 12)</p><p>School proposal for levels of achievement</p><p>Relative achievements</p><p>of students</p><p>Initial</p><p>Panel</p><p>Agreed</p><p>Exit</p><p>LOA</p><p>10</p><p>Very High Achievement</p><p>9</p><p>8</p><p>7</p><p>6</p><p>5</p><p>4</p><p>3</p><p>2</p><p>1</p><p>10</p><p>High Achievement</p><p>9</p><p>8</p><p>7</p><p>6</p><p>5</p><p>4</p><p>3</p><p>2</p><p>1</p><p>10</p><p>Sound Achievement</p><p>9</p><p>8</p><p>7</p><p>6</p><p>5</p><p>4</p><p>3</p><p>2</p><p>1</p><p>10</p><p>Limited Achievement</p><p>9</p><p>8</p><p>7</p><p>6</p><p>5</p><p>4</p><p>3</p><p>2</p><p>1</p><p>10</p><p>Very Limited Achievement</p><p>9</p><p>8</p><p>7</p><p>6</p><p>5</p><p>4</p><p>3</p><p>2</p><p>1</p><p>D/SRPC Initials</p><p>School: </p><p>School code: </p><p>Subject:</p><p>Subject code: </p><p>0</p><p>District: </p><p>Panel code: </p><p>I. Enter the Initial school proposal for the Distribution of levels of achievement for all students in the Year 12 cohort who have completed study of at least one semester of an approved school work program.</p><p>II. Complete the Initial column, indicating the relative achievements of all students by writing the number of students on the appropriate rung and identifying any sample students by a letter code (A, B, C etc.),e.g. 6 + B (=7 students).</p><p>III. If agreement between the school and panel is reached through consultation following the verification meeting, then the school must complete the Agreed column for sample students and the Agreed Verification proposal row and immediately send all copies to the D/SRPC for signing.</p><p>IV. Significant changes in the distribution of relative achievements between Verification and exit require consultation with the S/DRPC and a completed Form R7 to be attached to the original of the Form R6. </p><p>V. At exit, complete the Exit column as explained in (II) above. Identify, with a circle, ALL OP-ineligible students and visa students, e.g. or + 4 or + 3 + C.</p><p>Distribution of levels of achievement:</p><p>VHA</p><p>HA</p><p>SA</p><p>LA</p><p>VLA</p><p>Total</p><p>Signature and date</p><p>Initial school proposal</p><p>. .....././ (Principal)</p><p>Agreed Verification proposal</p><p>. .....././ (Principal)</p><p>. .....././ (D/SRPC)</p><p>Exit proposal</p><p>.. ..././ (Principal)</p><p>Exit proposal recommended for certificationDate: .//.per MSA</p><p>School comments: </p><p>Signed by the principal Date: / / </p><p>Review panel comments concerning standards and LOA decisions: </p><p> FORMCHECKBOX Consultation required FORMCHECKBOX Additional notes are attached</p><p>Note: Any additional notes must remain attached to the original Form R6.</p><p>Signedfor FORMCHECKBOX state, or FORMCHECKBOX district review panel. Date: / / </p><p>Copies:</p><p> October Verification: Original, duplicate and triplicate forwarded with initial and any subsequent proposal. Quadruplicate retained by school.</p><p> Exit: Original forwarded to QSA; duplicate retained by school. </p><p>This information is collected so that the legislated functions of the QSA concerning moderation can be carried out. Personal information is not usually disclosed to anyone other than relevant QSA staff unless required or authorised by law, permitted under the Queensland Government privacy policy, or so that the legislated function can be completed.</p><p>Queensland Studies Authority, Ground floor, 295 Ann Street Brisbane. PO Box 307 Spring Hill Q 4004.</p><p>Phone: (07) 3864 0299; fax: (07) 3221 2553; email: office@qsa.qld.edu.au; website: qsa.qld.edu.au.SPB:mod</p></li><li><p>Verification submissionForm R6Copy of the approved work programClean copies of assessment tasks Minimum of nine sample student folios (or the whole cohort, if less than nine), with completed profilesDocumentation of student performances</p></li><li><p>ComparabilityThe consistent application of standards by teachers across the state so that student achievements of equivalent standards are recognised.Panels compare standards and levels of achievement across all districts.</p></li><li><p>ConfirmationDistributions of levels of achievement are checked for accuracy and the appropriate application of the moderation processes. </p></li><li><p>Random samplingThe QSA reviews a stratified random sample of student exit folios. </p></li><li><p>Quality assurance of Authority-registered subjectsStudy Area Specification (SAS)</p></li><li><p>Study area specification (SAS)States course aims and objectives, course organisation, learning experiences, standards and assessmentSome SASs contain information about VET certificates</p></li><li><p>Study planThe schools plan of how the course will be delivered and assessedBased on the schools interpretation of the SASCaters for the special characteristics of the individual school and its studentsMust meet all SAS requirements</p></li><li><p>Moderation meeting</p></li><li><p>Internal reviewInternal review of Authority-registered subjects is the mechanism for schools to maintain the continuity of a quality management system in relation to student achievement and QSA procedures.</p></li><li><p>External reviewsExternal reviews of Authority-registered subjects are carried out by an officer of the QSA to support schools in the maintenance of their quality management system.</p></li><li><p>Queensland Certificate of Individual Achievement (QCIA)The QCIA reports the educational achievements of students whose learning is part of an individualised learning program.Students are eligible to receive this certificate if they have an impairment or learning difficulty.A number of processes are conducted to quality assure the certificate.</p></li><li><p>The quality-assurance process</p></li><li><p>Learning projectsAs part of their QCE, students can design and undertake an independent and unique short program of learning that is separate from any established school, training or other educational program. Learning projects allow learners to develop employability or lifelong learning skills in one of three contexts: workplace, community or self-directed.</p></li><li><p>Quality-assurance process for Learning projects</p><p>Completed learning project documentation (planning log and the evidence of learning) is submitted to QSA.Documentation reviewed by the QA Unit.Students are notified of outcome.If successful, the achievement is banked into the students learning account.</p></li><li><p>Student Education ProfileQueensland Certificate of Education (QCE)Queensland Certificate of Individual Achievement (QCIA)Senior StatementStatement of ResultsTertiary Entrance Statements</p></li><li><p>QSA website links</p></li><li><p>Additional information for teachersScroll down for sample work programs and assessment instruments</p></li><li><p>ContactsQuality Assurance Unit 3864 0375 Certification Unit 3864 0433 QCIA 3864 0407 </p><p>QSA District Offices Contact us &gt; District offices </p><p>The QSAs quality assurance processes are based on a partnership between schools and the QSA. Schools design programs and assessment and make judgments leading to decisions. Evidence refers to the match between the schools submissions (e.g. work program, student work in sample folios) and the standards/requirements in the syllabus and SAS.The QSA provides a variety of processes to quality assure the four areas of responsibilities:Authority subjects: monitoring, verificationAuthority-registered subjects: moderation meetings, internal audits, external reviewsQCIA: review of certificate informationlearning projects: validation.To achieve quality, teaching, learning, assessment and reporting must be aligned.</p><p>The QSA website has detailed information and resources, including: syllabuses and SASs QCE QCIA learning projects memoranda support documents policies and procedures.</p><p>In school-based assessment where assessment is continuous, all assessment is formative. Summative judgments about standards are made by teachers at key junctures of schooling for reporting purposes.Moderation is a series of discussions between the QSA and schools. Quality assurance of Authority subjects includes the following processes: development of a syllabus approval of schools work programs monitoring at the end of Year 11 verification near the end of Year 12 comparability of standards across the state confirmation (R6, SAI checking) random sampling of standards post-verification.</p><p>Who carries out the processes? Approximately 500 teachers serve on subject advisory committees developing syllabuses. Approximately 4500 serve on review panels approving work programs and providing advice on monitoring, verification, comparability and random sampling.Experienced teachers apply through their principal for panel membership. Teachers can attend monitoring meetings as observers (but NOT verification meetings). Interested teachers should apply through their district coordinator.</p><p> A syllabus is not a tool for direct classroom implementation or a way of prescribing pedagogy. Syllabuses are products of their time and reflect philosophies and practices of the time. They can date, as the substance of subjects develops and changes over time.Syllabuses are written by committees of experienced teachers with advanced expertise from all school sectors; representatives from tertiary institutions; QSA project officers; and QSA quality assurance officers.Syllabus development processes include: surveys of practising teachers feedback from surveys used as committees initial focus drafts published for feedback syllabus reviewed by P-12 Curriculum Committee (principals) syllabus approved by Authority.Recent QSA syllabuses clarify the principles of exit assessment. Assessment for verification requirements is now based on a minimum requirement allowing teachers to focus on quality rather than quantity from their students. The QSA provides assessment workshops at certain times in a syllabus cycle.It is important for staff to be conversant with all aspects of the assessment sections of syllabuses. They provide general information on assessment, as well as specific detailed information regarding moderation and subject-specific requirements.</p><p>Work programs:must demonstrate sufficient scope and depth of student learning to meet the general objectives and the exit standardsmust follow the subject-specific requirements for work program approval. See the QSA website before writing a work program as requirements are occasionally updated have no prescribed format but all contain: Course organisation Outline of intended student outcomes Assessment plan.</p><p>The focus of monitoring is to provide advice to schools about: the schools implementation of the course the effectiveness of assessment (whether it provides opportunities for students to demonstrate the criteria across the range of standards) the schools decisions about interim levels of achievement.Advice from monitoring is provided on the form R3. Schools may consider how they implement this advice to qualit...</p></li></ul>