Consistency of Teacher Judgement PDHPE 7-10. Assessment in PDHPE Assessment for learning Assessment of learning ongoing process provides direction for.

Consistency of Teacher Judgement

PDHPE 7-10

Assessment in PDHPE

Assessment for learning

Assessment of learning

• ongoing process• provides direction

for teaching and learning

• Point in time judgement

• Made against syllabus standards, CPDs or A-E scale

The relationship between A-E Grades and CPDs

Year 7

Semester 1 A-E reporting scale used

to make judgements on student

achievement related to

the syllabus outcomes

and content taught

during that semester

only.

Semester 2

Year 8

Semester 1

Semester 2

Year 9

Semester 1

Semester 2

Year 10

Semester 1 BOS CPDs used to make

judgementSemester 2

A-E Grades

At the beginning of a reporting period, teachers will consider what students are expected to learn.

At the end of the reporting period, teachers will consider how well students have achieved. This is reported by using the common A-E grade scale.

Common Grade ScaleGrade Grade Descriptions

AThe student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

BThe student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

CThe student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

DThe student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills.

EThe student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills.

Course Performance Descriptors Course performance descriptors describe the

main features of a typical student's performance at each grade measured against the syllabus standards.

The final judgement of the most appropriate grade is made on the basis of available assessment information and with reference to the course performance descriptors.

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 time.

These are based on a shared understanding of syllabus standards of learning.

Why do we need consistency? To: Develop shared or common interpretations of

standards and expectations of what constitutes achievement of syllabus standards

Develop shared understandings of what students’ achievements look like

Develop accuracy and reliability in making judgements

Ensure judgements are equitable in terms of implications for student learning

Strengthen the value of teachers’ judgements Inform well-targeted teaching programs

How can consistency be developed? Participate in professional dialogue with colleagues. Develop a common task across the grade and

corporate mark. Select individual work samples and discuss what the

student demonstrates in the sample. Build in structured time to meet with faculty

members to discuss consistency issues. Review work samples from other schools and

discuss allocation of grades.

How can consistency be developed?

Developing consistency

Understand the syllabus

standards

Participate in professional

dialogue

Use student work

samples

Getting to know the standards You become familiar

with the standards by reading

the descriptions for each grade

the tasks and activities

the work samples, and

the grade commentaries.

Developing consistency

Understand the syllabus

standards

Participate in professional

dialogue

Use student work

samples

Getting to know the standards Think of students who

have produced work of a similar standard to develop a “mental picture” of the knowledge, skills and understanding represented by that grade.

Discussions with your colleagues may also be helpful.

Developing consistency

Understand the syllabus

standards

Participate in professional

dialogue

Use student work

samples

Participate in professional dialogue Discuss the syllabus

framework Discuss outcomes and

what they mean Share interpretations

and understandings Use work samples

collaboratively Shared understanding of

student achievement at a particular point

Developing consistency

Understand the syllabus

standards

Participate in professional

dialogue

Use student work

samples

Using Work Samples Work samples aligned

to grades assist teachers to have a clear understanding of the standards at each grade level.

Teachers can use this information to assist them to consistently apply the Common Grade Scale to award grades to students.

Developing consistency

Understand the syllabus

standards

Participate in professional

dialogue

Use student work

samples

Using Work Samples

The samples of work for a subject area for a particular grade, when taken collectively, enable teachers to clearly see the quality of work typically produced by students who will be awarded each grade at the end of the stage.

Developing consistency

Understand the syllabus

standards

Participate in professional

dialogue

Use student work

samples

Assessment of learning in PDHPEAssessment of

learning

• Point in time judgement

• Made against syllabus standards, CPDs or A-E scale

Allocation of grades

Allocating Grades Decision about the most appropriate grade should

be an on-balance professional judgement that: is based on evidence gathered in a number of

assessment activities, across a range of contexts and over a period of time

gives greater weight to those activities undertaken towards the end of the course

considers the maximum level of demonstrated student achievement

represents the best overall description of the student's achievement, at the end of Stage 5.

Choosing the right grade

Reporting with grades requires teachers to use their on-balance judgement in relation to standards.

This is a key professional skill.

Choosing the right grade

An on-balance judgment does not just focus on a single piece of work.

Teachers weigh up the assessment information collected for a student up to that point in time.

This information will come from both formal assessment activities and informal observations and will be built up over time and in different situations.

Processes for developing consistency collaboratively plan teaching programs which

clearly state the intended learning

collaboratively develop common assessment practices and/ tasks

examine student work against the syllabus standards.

Collaborative planning and quality assessment processes Develop appropriate learning and assessment

activities Examine tasks to determine standard expected Examine work samples against standards Establish cut-offs between the grade levels

Go to PDHPE Unit website for a detailed process at:

http://www.curriculumsupport.education.nsw.gov.au/secondary/pdhpe/pdhpe7_10/pdhpe7_10/index.htm

ResourcesCurriculum K-12 websitehttp://www.curriculumsupport.education.nsw.gov.au/PDHPE Email ListServeTo register send an email to [email protected]

Board of Studies web sitehttp://www.boardofstudies.nsw.edu.au/

Assessment Resource Centrehttp://arc.boardofstudies.nsw.edu.au//

NSW HSC Online PDHPEhttp://hsc.csu.edu.au/pdhpe/

HSC Assessment Bankhttp://www.curriculumsupport.education.nsw.gov.au/

Contacts For further information contact: Rosemary Davis

CEO PDHPE

Ph: 9886 7651

[email protected]

Janice Atkin

Senior Curriculum Adviser PDHPE

Ph: 9886 7684

[email protected]