Presentation on theme: "[Insert faculty Banner] Consistency of Teacher Judgement Science 7-10."— Presentation transcript:
[Insert faculty Banner] Consistency of Teacher Judgement Science 7-10
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 or time and are based on a shared understanding of syllabus standards of learning.
Consistency and Comparability There are two important concepts underpinning the use of teacher judgement as a source of evidence of student achievement: Consistency- judgements that accord with: -Those previously made for individual students -Those made for all other students in a range of contexts Comparability – judgements that accord with those made by other teachers for individuals or groups of students Both of these concepts are important in providing reliable and valid evidence of student achievement using judgements.
Consistency in making assessment judgements needs to develop by establishing procedures and structures to provide sufficient time on a regular basis, for teacher discussion about teaching, learning and assessment. This is the key to enhancing consistency: Across assessment tasks Across teachers of different classes Across key learning areas (such as Creative Arts, Mathematics, HSIE) Across time (within one key learning area over a period of years) Across schools How is Consistency developed?
How do you form your expectations of what your students should achieve? Sources of information: - syllabus expectations - shared professional expectations and discussion How is Consistency developed? Develop a shared understanding of syllabus outcomes
Informing judgement: What do you want the students to learn? What parts of the syllabus do you currently draw on to inform your planning, teaching and assessing? Knowledge and skills Students learn about Working scientifically Students learn to A shared understanding of syllabus outcomes
Faculty Planning for teaching and learning What documents do you currently use to inform planning, teaching and assessing? Syllabus outcomes and key ideas Syllabus support documents
Science Faculty Planning Faculties: collaboratively plan teaching programs that clearly state the intended learning and embed assessment into that teaching and learning collaboratively develop common understandings of assessment practices and/or tasks that reflect the syllabus – based planning and teaching examine student work against the standard of the syllabus within or across grades/faculties and schools to moderate their judgements
Science Faculty Planning Assessment occurs as an integral part of teaching and learning. Teacher instruction and assessment influence student learning and learning processes. This involves using assessment activities to clarify student understanding of concepts, and planning ways to remedy misconceptions and promote deeper understanding. Science years 7-10 Advice on programming and Assessment BOS 2004 p13
Science Faculty Planning Model for developing integrated assessment activities. Science Years 7–10 : Advice on Programming and Assessment, NSW BOS, 2004, page 15
What’s important? Why does that learning matter? Students need to have and be able to use a body of knowledge called “science” Students need to be scientifically literate Students need to be able to use the scientific method when investigating Students need to be able to show what they know and can do
How will my students demonstrate learning? My students will: Explain key scientific concepts and ideas Individually plan and undertake scientific investigations Apply knowledge and understanding of science to problem solving in familiar and unfamiliar contexts Communicate what they know and can do
How well do you expect students to complete the task? What is the expectation of student achievement at Stages 4, 5 and 6? An understanding of the continuum of learning will provide clarification of syllabus expectations for your students.