Presentation on theme: "2011/46951 Assessment seminar 2011 for new and/or inexperienced teachers of WACE courses Module 2."— Presentation transcript:
2011/46951 Assessment seminar 2011 for new and/or inexperienced teachers of WACE courses Module 2
2 WACOT professional learning requirements today’s seminar can contribute documentation is required
3 Seminar objectives That teachers: 1.understand how to use marks when assessing student achievement on a task 2.understand how to weight and collate marks to form a ranked list for the assigning of grades 3.understand the Council requirements for reporting student achievement in Year 11 and Year 12 4.understand the information about assessment that students should receive 5.understand the need to retain marked assessment tasks 6.understand the range of situations in which the school assessment policy is used 7.understand the WACE examination process and marks adjustment process 8.are aware of the small group moderation requirement and procedures 9.are aware of the Council’s moderation processes that will be implemented in 2011
10 Record marks, weight and collate enter the marks for each task in your marks book marks book the task title and weightings in your marks book must match the information in your assessment outline
11 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
14 Teaching program Developmental continuum (DC) Unit Syllabus Defines the section of the DC that the unit covers UnitAssessment Outline Outlines what will be assessed and when and how a teacher will gather evidence in relation to the assessment types Task 1 Task2 3 4 Marking key 1 Marking key 2 Marking key 3 Marking key 4 Marks book Contains the results ofall 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-offsgrade descriptions
16 Clarissa84 Aisha77sgm partner school Alinta77 Cody77 Liam74 Emma74sgm partner school Yves73 Alison73 Lauren71sgm partner school Narelle71sgm partner school Harry70 Erin69 Neville67 Lena67 Eliza67 Jemma62sgm partner school Lynne59 Helen49 Eleni45 Erik45 Elise32 Neil12 Students are sorted into descending numerical order Grade cut-offs need to be determined Students from the partner school are included
17 Clarissa84A Aisha77Asgm partner school Alinta77A Cody77A Liam74B Emma74Bsgm partner school Yves73B Alison73B Lauren71Bsgm partner school Narelle71Bsgm partner school Harry70B Erin69B Neville67B Lena67B Eliza67B Jemma62Bsgm partner school Lynne59C Helen49C Eleni45C Erik45C Elise32D Neil12U
18 Avoid inaccuracies Clarissa84A Aisha77Asgm partner school Alinta77A Cody77A Liam74A Emma74Bsgm partner school Yves73B Alison73B Lauren71Bsgm partner school Narelle71Bsgm partner school Harry70B Erin69B Neville67B Lena67B Eliza67B Jemma62Bsgm partner school Lynne59C Helen49C Eleni45C Erik45C Elise32D Neil12U
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.
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 email@example.com
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 firstname.lastname@example.org@curriculum.wa.edu.au contact us by phone or email John Watson – Moderation and Standards email@example.com phone: 9273 6374 Gerard Morris – Curriculum and Assessment firstname.lastname@example.org phone: 9273 6742