1. Consistency of Teacher Judgement Creative Arts 7-10

2. 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.

3. 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.

4. 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, Science) 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?

5. Faculty Planning (1) Teachers of Creative Arts subjects work in diverse faculty situations. Examples include: A creative arts faculty with teachers of a range of arts subjects A visual arts faculty A performing arts faculty An English faculty (drama teachers) A PDHPE faculty (dance teachers) A “combination” faculty supervised by HT Admin or other HT

6. Faculty Planning (2) Creative Arts teachers who work in a faculty with others who teach the same subject can: collaboratively plan teaching programs which clearly state the intended learning collaboratively develop common understandings of assessment practices and/or tasks which reflect syllabus – based planning and teaching collect samples of student work to guide judgements examine student work against the standard of the syllabus within or across grades/faculties and schools to moderate their judgements

7. Faculty Planning (3) Creative Arts teachers who work in isolation in their subject area within an arts faculty can: share teaching programs to ensure comparability in teaching and assessment procedures collaboratively develop common understandings of assessment practices collect samples of student work to guide judgements and share these with colleagues to assess comparability examine student work against the standard of the syllabus within or across grades/faculties and schools to moderate their judgements

8. Faculty Planning (4) Creative Arts teachers who work in isolation in their subject area within a faculty can: collaboratively develop common understandings of assessment practices collect samples of student work to guide judgements and share these with colleagues to assess comparability examine student work against the standard of the syllabus within or across grades/faculties and schools to moderate their judgements