What is Consistency of teacher judgement? 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: across assessment tasks across teachers of different classes across key learning areas (such as Creative Arts, Mathematics, SciTech) across time (within one key learning area over a period of years) across schools establishing procedures and structures to provide sufficient time on a regular basis for teacher discussion about teaching, learning and assessment is the key to enhancing consistency. How is consistency developed?
Planning for teaching and learning What documents do you currently use to inform planning, teaching and assessing? Foundation statements Syllabus outcomes and key ideas Syllabus support documents
December 2005 NSW Board of Studies Foundation Statements set out a clear picture of the knowledge, skills and understanding that each student should develop at each stage of primary school.
December 2005 NSW Department of Education and Training Getting the balance right The department’s response to Time to Teach, Time to Learn Sets out policy requirements for curriculum planning, programming, assessing students’ work and reporting to parents.
Policy Standards for Curriculum Planning and Programming In providing curriculum schools are to ensure that priority is given to English and Mathematics in all primary years especially in the early years. Approximately 50% of time is allocated to English and Mathematics and 40% of time for other KLAs and sport. Curriculum Planning and Programming, Assessing and Reporting to Parents K-12
The Mathematics K-6 Syllabus identifies essential knowledge, skills and understanding, values and attitudes. It enunciates clear standards of what students are expected to know and be able to do in K-6. Mathematics K-6 Syllabus (2002), p. 6
What parts of the syllabus do you currently draw on to inform your planning, teaching and assessing? Knowledge and skills Students learn about Working Mathematically Students learn to
How do you form your expectations of what your students should achieve?
Count Me in Too and Mathematics K-6 The Count Me In Too Framework in Number is embedded in the learning experiences in the 2002 Mathematics K-6 Syllabus. An understanding of the conceptual framework assists teachers in observing the strategies that students are currently using to solve tasks and selecting activities to enable students to progress through the stages of the framework.