Introducing the Queensland system of externally moderated schoolbased

Introducing the Queensland system of externally moderated school-based assessment in Years 11– 12

Schools are responsible for:

Syllabus and study area specification A syllabus and study area specification (SAS) is a statement of: • the course aims and objectives • course organisation • learning experiences • standards • assessment.

Using the general objectives to plan assessment Identify curriculum Syllabus/SAS general objectives standards Consider teaching and learning experiences Develop assessment work program assessment plan

The general objectives are used to plan learning experiences Consider what learning experiences could be used to develop this particular aspect of the general objectives Syllabus Objective Learning experiences I could use… Recognise the environmental, social, economic and political implications of an issue Context — Qld floods and cyclone: In pairs, students review two newspaper articles: 1. Courier Mail — flooding in Toowong and along the Brisbane River up to UQ 2. Lockyer Valley News — local rural flooding. • Identify similar and different social issues in each district • Whole class discusses findings, social implications, long-term impact • Compare social impacts: • Chelmer (wealthy, own boats, moved into hotels) versus • Rocklea (many homes on flood plain, living in caravans, no insurance) • Possible political implications if rates go up to pay for damaged infrastructure.

Standards-based assessment Stated in syllabuses and SASs: • CRITERIA are the properties or characteristics by which student performances are appraised • STANDARDS are fixed reference points used to describe how well students achieve the objectives of the syllabuses.

Criteria and Standards — Geography

Instrument-specific standards

Making judgments about student responses Identify curriculum syllabus/SAS Consider teaching and learning experiences general objectives standards Develop assessment work program assessment plan Make judgments

Principles of quality-assurance processes • Principles − School-based assessment aligned to syllabus and SAS documents • School-based assessment • Evidence is required − by schools to substantiate their decisions

Quality assurance of Authority subjects

Form R 3 Monitoring • School’s implementation of the course • Effectiveness of assessment: allows students to demonstrate the criteria across the range of standards • School’s decisions about interim Levels of Achievement.

Form R 6 Verification • How appropriate are schools’ judgments about students’ achievements? • Do assessment instruments allow students to demonstrate achievement across all criteria and standards?

Quality assurance of Authority-registered subjects Study Area Specification (SAS)

Form R 12 Moderation meeting Subjects for 2011 moderation meetings Business Early Childhood Hospitality Marine & Aquatic Manufacturing Science in Practice Social & Community Studies Tourism

Adapted from Queensland Studies Authority 2008, Building Student Success: A guide to the Queensland Curriculum, Assessment and Reporting Framework, QSA

QSA Website: www. qsa. qld. edu. au

Years 11– 12 Subject pages

Highlighted standards

Documents to assist assessment design

Assessment products — Physics Documents to assist teachers to develop assessment instruments and make judgments

English — Assessment instrument

Annotated sample student responses — English

Annotated sample student responses — Mathematics Application of mathematical definitions, rules and procedures in routine, simple life-related situations

Annotated sample student responses — Visual Art The artwork clearly embodies the intentions stated in the research phase. The student makes informed decisions about media use. effective construction and clear communication of intended and explicit meaning applying deep knowledge and critical understanding of materials, technologies, techniques and processes.

Assessment and responses — Japanese