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Progressing assessment SLAV 23 March 2007 Paula Christophersen Victorian Curriculum and Assessment Authority.

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Presentation on theme: "Progressing assessment SLAV 23 March 2007 Paula Christophersen Victorian Curriculum and Assessment Authority."— Presentation transcript:

1 Progressing assessment SLAV 23 March 2007 Paula Christophersen Victorian Curriculum and Assessment Authority

2 Purposes of VELS Students will leave school with the capacity to:  manage themselves and relationships  understand the world in which they live  act effectively in that world.

3 What has 3 main pillars, 16 components and 39 divisions? Source: R Timmer-Arends


5 curriculum assessment Seamless blend?

6 Learning program considerations What domains? What are the learning goals (and what evidence?) Who will be responsible for development, delivery, assessment? How will students be assessed, for what purpose, and when? What will be the variety of learning and teaching styles?

7 English Humanities The Arts Mathematics Science Civics and Citizenship Health & Physical Education Interpersonal development Personal Learrning LOTE ICT can be used to: Develop understandings of concepts in other areas of learning Demonstrate understandings Share understandings

8 What ‘standard cells’ are your targets? 1 2 3 4 5 6 7 8 9 Breadth: a lot of everything Depth: a lot of little

9 Assessment – Key questions What evidence do we gather to illustrate student achievement against the standards? How do we assess student learning? How do we make on-balance judgments of student achievement?

10 Making an on-balance judgment Use an evidence based process – rather than asking ‘where should this student be’ Ask ‘which standard does this evidence best match? Use assessment maps and progression points examples as a further reference Ensure assessment is holistic

11 Level 4 HistoryHistory Level 5 History History Work samples at a level Level 3 ICT for communicatingICT Level 5 ICT for communicatingICT

12 Standards Developed for each dimension at most levels Indicate what students should know and be able at six levels Three intervening points between each standard Work samples are provided to illustrate achievement of elements of the standard/s

13 On what bases do we measure progress? Complexity? - one step; two step; three step techniques Completeness? - limited; partial; all Sequence? - facts; theories; connections Identify the progress variables for a set of progression point examples

14 Experimentation with formats designed to enhance the organisation of information contained within contemporary communication tools such as blogs Application of appropriate formats and nominated ICT conventions when using contemporary communication tools such as interactive websites Application of formats, collaboratively determined ICT conventions and nominated protocols, as appropriate, to particular contemporary communication tools such as Wikis Nature of progress measures

15 Determining evidence for a reporting period.25.5.75 Identify evidence relevant to the progression point (develop your own progression point examples)

16 How can you be involved in the development, implementation and assessment of individual units?

17 Stages of backward design Identify desired results Determine acceptable evidence Plan learning experiences and instructions

18 Identify desired results Establish goals  what standard element? What will the students understand? What questions will foster inquiry? What key knowledge and skills will students acquire?

19 Determine acceptable evidence How will I know if the standards are met? What tasks will provide the opportunity for evidence to be demonstrated?

20 Plan learning experiences and instructions What learning experiences will help students achieve the desired goals? What sequence will the learning activities follow?

21 ICT for visualising thinking ICT tools that facilitate visual thinking are ones that allow ideas and information for all areas of learning to be easily and quickly: drafted filtered reorganised refined systematically assessed in order to make meaning for students. Students use text and image representations, such as graphic organisers, ICT-generated simulations and models to help structure their thinking processes and assist in constructing knowledge. Visualising thinking tools help structure different forms of thinking about content

22 Teaching and learning Experts have in-depth knowledge of their fields, structured so that it is most useful. Experts' knowledge is not just a set of facts − it is structured to be accessible, transferable, and applicable to a variety of situations. Experts can easily retrieve their knowledge and learn new information in their fields with little effort. (The list above was adapted from "How People Learn," published by the National Research Council in 1999.)How People Learn Source: Experts see patterns and meanings not apparent to novices.




26 g/~axon2000/


28 I see (list, itemise, deconstruct) I think What’s the purpose? How does it work? What are the reasons? Who would use/like it? I wonder What if …? What would happen if..? What would change if? Project Zero, Harvard University

29 Think What do you know about this? Puzzle What questions do you have? Explore What does this topic make you want to explore? Project Zero, Harvard University

30 Assessment and Reporting Advice lueprint/fs1/assessment.htm


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