1. Stages of the monitoring process
Information for panellists

2. Monitoring Occurs midway through the course of study
Review panels consider how schools have implemented the course and assessment decisions
Panellists scan sample folios to find evidence that supports the judgments teachers have made through focused marking

3. Receiving the review package Check contents of school submissions
Stage 1
Receiving the review package
Check contents of school submissions
(See form: Part A ― Review submission checklist)
Stage 2a
Conducting the pre-review
Scan the work program, course organisation and assessment plan. Was the instrument design effective? Did students have opportunities to demonstrate syllabus standards descriptors?
(See form: Part B ― Pre-review notes)
Stage 2b
Scan and read samples of student responses to inform completion of pre-review notes

4. Procedures for meeting day
Stage 3a
Procedures for meeting day
Scan and read samples of student responses to find evidence to support schools’ assessment decisions
(See form: Part C ― Monitoring review notes)
Stage 3b
Conferencing at monitoring
Conference with other panellists and construct comments for the district review panel chair to use as advice to schools
(See form: Part D ― Panel consensus report)

5. Stage 1: Receiving the review package
Use form: Part A ― Review submission checklist
Check that package includes:
Form R3
Copy of approved work program
Assessment instruments including conditions
Sample folios
Any supporting items, e.g. videos, DVDs.
Let the District Coordinator know if anything is
missing and they will follow up.

6. Focus of monitoring To provide advice to schools about the:
implementation of the relevant senior syllabus
effectiveness of assessment instruments in offering students opportunities to demonstrate syllabus general objectives and standards
school’s matching of the appropriate standards descriptors with the qualities of student work based on evidence in the sample folios
interim levels of achievement decisions.

7. Stages 2a & 2b: Conducting the pre-review
Use form: Part B ― Pre-review notes
Spend no longer than two hours on pre-review.
Focus on the directions and questions in the Part B pre-review notes.
Complete detailed review notes.
Provide clear, citable evidence to support your professional judgment.
Take the submissions you have pre-reviewed to the monitoring meeting.

8. Completing detailed review notes
Focus on the evidence.
Refer to the syllabus (cite particular pages).
Use the language of the syllabus standards descriptors.
Provide written advice that is clear, concise, constructive, factual, respectful and relevant.
Use language that reflects the spirit of cooperation and professional respect.
Provide sufficient evidence for the panel chair to write informed recommendations.

9. Stage 3a: Procedures for meeting day
Use form: Part C ― Monitoring review notes
At the start of the day, give the pre-reviewed submissions and form: Part B ― Pre-review notes to the panel chair.
The panel chair will address the panel and outline the proceedings for the day.
Complete detailed form: Part C — Monitoring review notes.

10. Monitoring review notes
Provide detailed comments about:
whether the assessment is effective and allows opportunities for students to demonstrate the syllabus standards descriptors
the school’s implementation of the course
the school’s assessment decisions about the application of standards and interim levels of achievement.

11. Stage 3b: Conferencing at monitoring
Use form: Part D ― Panel consensus report
Each submission is independently reviewed by two panellists.
Panellists discuss their conclusions to reach consensus.
Discussions are based on evidence in the submission and the syllabus standards.
Panellists complete form: Part D ― Panel consensus report for the panel chair to consider.
If consensus cannot be reached, panellists refer the submission to the panel chair.

12. End of the meeting Before leaving the venue on meeting day:
return all submissions/review notes to the panel chair
brief the panel chair on any issues related to submissions
ask the panel chair whether they need help with end-of-day tasks.

13. Form R3
After the monitoring meetings, submissions and originals of Form R3 with comments and advice from review panels are returned to schools.
These comments are used as the basis for discussion by teachers of the subject at the school.

14. Confidentiality
A panellist is an agent of the QCAA and must maintain the confidentiality of sensitive and official information including:
details of their reviews
discussions during the consensus process
outcomes of the review process.