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Consistency of Teacher Judgement PDHPE 7-10. Assessment in PDHPE Assessment for learning Assessment of learning ongoing process provides direction for.

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Presentation on theme: "Consistency of Teacher Judgement PDHPE 7-10. Assessment in PDHPE Assessment for learning Assessment of learning ongoing process provides direction for."— Presentation transcript:

1 Consistency of Teacher Judgement PDHPE 7-10

2 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

3 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 1BOS CPDs used to make judgement Semester 2

4 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.

5 Common Grade Scale GradeGrade Descriptions A The 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. B The 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. C The 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. D The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills. E The 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.

6 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.

7 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.

8 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

9 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.

10 How can consistency be developed? Developing consistency Understand the syllabus standards Participate in professional dialogue Use student work samples

11 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

12 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

13 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

14 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

15 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

16 Assessment of learning in PDHPE Assessment of learning Point in time judgement Made against syllabus standards, CPDs or A-E scale Allocation of grades

17 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.

18 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.

19 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.

20 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.

21 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: condary/pdhpe/pdhpe7_10/pdhpe7_10/index.htm

22 Resources Curriculum K-12 website PDHPE ListServe To register send an to Board of Studies web site Assessment Resource Centre NSW HSC Online PDHPE HSC Assessment Bank

23 Contacts For further information contact: Rosemary Davis CEO PDHPE Ph: Janice Atkin Senior Curriculum Adviser PDHPE Ph:


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