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1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training English K-6 Syllabus Using the syllabus for consistency of assessment.

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Presentation on theme: "1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training English K-6 Syllabus Using the syllabus for consistency of assessment."— Presentation transcript:

1 1 © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training English K-6 Syllabus Using the syllabus for consistency of assessment

2 2 Assessment Why does this learning matter? What are you going to get the students to do (or to produce)? How well do you expect them to do it? What do you want the students to learn? Assessment and Quality Teaching Quality teaching in NSW public schools: An assessment practice guide (2004) DET

3 3 Assessment What do you want the students to learn? Assessing is the process of collecting, analysing and recording information about student progress towards achievement of syllabus outcomes. An important purpose of assessment is to design appropriate learning programs for all students. p87 English K–6 syllabus (1998) Board of Studies NSW, Sydney.

4 4 Assessment What do you want the students to learn? Policy guidelines Schools plan assessment so that: -students can demonstrate achievement for the relevant stage of learning -valid and reliable assessment strategies are used -assessment processes are time efficient and manageable Getting the balance right (2005) DET

5 5 Assessment What do you want the students to learn? Student achievement of the syllabus outcomes is the goal of planning, programming and assessing. Reporting is the communication of that achievement. As students participate in a range of English learning experiences, teachers make judgements about student progress. Evaluating is the process of making judgements about the effectiveness of teaching programs, policies and procedures. p.86 English K–6 syllabus (1998) Board of Studies NSW, Sydney.

6 6 Assessment Informing judgement What parts of the syllabus do you currently draw on to inform your planning, teaching and assessing? Foundation Statements Syllabus outcomes and indicators Content Scope and Sequence Why does this learning matter?

7 7 Assessment Teacher judgement How do you determine the standard required of your students? Shared professional expectations and discussion around these sources of information:  syllabus expectations work samples from: -across your stage -English ModulesEnglish Modules -Board of Studies English K-6 work samplesBoard of Studies English K-6 work samples -Assessment Resource CentreAssessment Resource Centre -BST Marking Guidelines Why does this learning matter?

8 8 Assessment Discussion Selecting appropriate outcomes Deciding on a teaching focus Planning learning experiences Teaching Monitoring, recording students’ progress Reviewing, replanning teaching and learning Making judgements Collecting evidence Where does assessment fall within the teaching learning cycle? Why does this learning matter?

9 9 Assessment Selecting appropriate outcomes Deciding on a teaching focus Planning learning experiences Teaching Monitoring, recording students’ progress Reviewing, replanning teaching and learning Making judgements Collecting evidence Why does this learning matter? Assessment Tracking and monitoring examples: Systematic observation of students, questioning, contribution to joint construction, discussion. Checklist, notes, record on program, anecdotal records, profiles. Starting with Assessment Classroom assessment resource English K-6 Syllabus How does assessment fit into the teaching learning cycle? An example using Talking and Listening. State Literacy Strategy Documents

10 10 Assessment Talking and Listening Outcomes for learning to talk and listen Talking and Listening Purpose Audience and Subject Matter Skills and strategies Listening Skills Interaction skills Oral Presentation Skills Outcomes for learning about talking and listening Context and text Purpose Audience Channels of Communication Language Varieties Language structures and features Text Structure and Features Grammar Expression Reflection Assessment Remember: assessment processes need to be time efficient and manageable Think of a recent talking and listening learning experience used in your classroom. Use pp of the syllabus to answer these questions. Does the learning experience have direct links with outcomes? Does the learning experience assess more than one aspect of an outcome? (indicator organisers) Does the learning experience assess more than one outcome? Does the learning experience assess more than one strand? Is the learning experience part of your teaching and learning? (Does the learning matter?) Does the learning experience recognise individual achievement and progress? What are you going to get the students to do (or to produce)?

11 11 Assessment Discussion How can we assess student achievement in planned teaching learning experiences? Example 1 – Stage 2 Think about: Open your syllabus to pp – which Talking and Listening outcomes does this learning experience address? Look at the indicator organisers. What aspects of these outcomes did you observe? Are there any aspects of these outcomes that you could not observe in this sample? (next slide) How well do you expect them to do it? Discuss Choose a sample from the NSW Board of Studies ARC website. Sample suggested: Stage 2 Oral presentations (go to either ‘Jules’ or ‘Kendall’ stage-2/english/activities/oral- presentations/http://arc.boardofstudies.nsw.edu.au/go/ stage-2/english/activities/oral- presentations/) * look at any grading or commentary AFTER looking at the outcomes yourself first.

12 12 Assessment How might you modify this task to assess more aspects of Talking and Listening? Reflection Remember: Indicators are not ordered by level of complexity, therefore can be taught at any or several times during a stage. Is this an effective assessment task?

13 13 Assessment The previous Talking and Listening assessment strategy was an ‘end product’ task. Talking and Listening can be assessed during teaching and learning experiences. How well do you expect them to do it?

14 14 Assessment When planning learning experiences to be used as assessment for students it is important to Remember: Reflection At any point, you can look at what your students have had the opportunity to learn and how well they have achieved. The learning experience needs to allow the student to demonstrate all of their knowledge and understanding.

15 15 Assessment Discussion How can we assess student achievement in planned teaching learning activities? Example 2 – Stage 3 Open your syllabus to pp – which Talking and Listening outcomes does this learning experience address? Look at the indicator organisers. What aspects of these outcomes did you observe? Are there any aspects of these outcomes that you could not observe in this sample? What could the teacher do to make this a more effective assessment task? Does this learning experience cover outcomes from another strand? How well do you expect them to do it? Choose a sample from the NSW Board of Studies ARC website. Sample suggested: Stage 3 Oral presentations (go to either ‘Jo’ or ‘Lee’ 3/english/activities/oral-presentation-discussion/http://arc.boardofstudies.nsw.edu.au/go/stage- 3/english/activities/oral-presentation-discussion/) * look at any grading or commentary AFTER looking at the outcomes yourself first.

16 16 Assessment Were your judgements consistent? How did discussing with others assist you in making a judgement? Remember: 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 or time and are based on a shared understanding of standards of learning. Reporting Back


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