2011/10666 Assessment seminar 2011 ENGLISH John Watson.
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Transcript of 2011/10666 Assessment seminar 2011 ENGLISH John Watson.
2011/10666
Assessment seminar2011
ENGLISHJohn Watson
2011/10666 2
WACOT professional learning requirements
• today’s seminar can contribute
– documentation required - keep your Reflective Journal as evidence.
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Key messages 2011• The end of 2010 effectively saw the completion of the senior school
changes
• The Curriculum Council acknowledges the significant amount of work done by teachers to implement and assess their new courses
• In the main the WACE exams accurately and fairly assessed students’ achievements at Stage 2 or 3
• The approach now taken ensures that the Council can provide quality feedback to schools in all courses through the statistical and examination feedback reports and the Standards Guides
• We hope to have at least five years before the national curriculum is implemented in Years 11 and 12 – decisions about this have not been made yet
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Seminar objectivesThat teachers:• understand the function and structure of the Standards Guides• are aware of the possible uses of the information provided in the
Standards Guides• know how the Council’s moderation processes will be implemented
for this course in 2011• understand how school marks and WACE examination marks are
adjusted• are aware of the 2010 state wide achievement and examination data
for this course• are aware of the range of student achievement data made available
to schools by the Council• are confident in the ability to analyse the student achievement data
provided in SIRS reports STS022, STS028 and STS036• are aware of the item analysis data provided in SIRS reports MF01 • are aware of and have the ability to access the range of assessment
support materials available to teachers on the Council’s extranet
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Examinations and standards
2010 was:
• the fourth year this course has been examined
• the second time the standards setting process had been completed
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WACE Course report
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Page
72 in
WACE
manual
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Raw WACE exam marks
Moderated school marks
Raw school marks
Standardised moderated
school marks
Standardised WACE exam
marks
Scaled scores
Combined marks
The marks adjustment process
WACE course scores
Curriculum Council processes
TISC process
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The standards setting process
This is used to:
• set achievement band cut-offs which allow adjustment of the combined mark distribution to create the WACE course scores
• develop the achievement band descriptions to summarise what students demonstrated in the written examination
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The WACE course score
<insert Alan Honeyman diagram>
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Stage 3: Excellent Band Description
Excellent achievement (75 - 100)• Responds comprehensively using a variety of
texts; shows an excellent grasp of syllabus concepts.
• Demonstrates excellent command of writing conventions, including complex sentence structures, paragraphing, grammar and spelling. Uses sophisticated language to influence audiences. Sustains a lively personal voice to engage, entertain and communicate.
• Analyses codes and conventions to produce detailed, justified interpretations and texts.
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Stage 3: Satisfactory Band Description
Satisfactory achievement (50 - 64)• Refers to texts to apply syllabus concepts.• Generally displays control over sentence
structure, paragraphing, grammar and spelling. Generally uses appropriate vocabulary, language conventions and writing forms. Inconsistently or ineffectively uses personal voice.
• Generally employs codes and conventions to analyse and produce texts.
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The Standards Guides
• produced following the completion of the standards setting process
• separate guides for Stage 2 and Stage 3
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To provide:
• the examination questions, marks and marking keys
• selected candidate responses and marker annotations
• question statistics
• examiners’ comments
Main function of the Standards Guide
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Component 1: The examination questions, marks and marking keys
Question 2 (30 marks)Every aspect of a visual text is constructed to have an effect on its intended audience.Discuss this statement with reference to at least one of the images provided and at least one visual text you have studied.
Marking keyDescription
This question requires meaningful consideration of the relationship between the purpose of a text and the way it is produced in response to a target audience. Good answers will show some consideration of the form of the text (campaign poster, movie poster, film still image, photograph, magazine cover) and how this affects the text’s content and construction. The ideas directed at a text’s audience may range from efforts to ‘sell’ a ‘product’ (such as trying to convince people to see a movie, or give money to a charity), to more subtle communications of social expectations and norms, such as those to do with the distribution of power in terms of gender, race, class and sexuality. Responses may engage with the part of the question that stipulates that ‘every aspect’ of a visual text is constructed to have certain effects, commenting on the conscious and meticulous construction of texts that appear in print and visual media. Alternatively, they may disagree with the statement and attempt to argue that not all texts consist of this degree of artifice and may feature aspects that are ‘natural’ or incidental. It would be helpful to refer to specific details and conventions of texts such as those listed for Question 1.
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Component 2: Selected candidate responses and marker annotations
Excellent response29/30 marks
Engaging and original opening establishes a strong sense of personal voice and brief response to the question. Texts to be referred to are clearly acknowledged.
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Component 3: Question statisticsSection Three:
Viewing
30 marks
Note:Raw section total marks =
30
Weighted section total marks = 33.33
Weighted Section Statistics
Statistics ID = 23
Number of attempts = 8434
Highest mark achieved = 33.00
Lowest mark achieved = 0.00
Mean = 19.73
Standard deviation = 5.19
Correlation between section and exam total = 0.81
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Component 3: Question statisticsQuestion statistics Statistics ID = 10
Number of attempts = 7594
Highest mark achieved = 30.00
Lowest mark achieved = 0.00
Mean = 17.81
Standard deviation = 4.63
Question difficulty = Moderate
Correlation between question part and section = 1.00
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Component 4: Examiners’ commentsExaminers’ commentsSection Three: Viewing
Whilst most candidates used a formal essay style for their answer, a few did not allow themselves to be impeded by any attempt to structure their responses effectively and there were also too many who again wrote in an overly casual style. One marker noted: ‘…a lot of students discussed both texts in the same paragraphs or alternated, i.e. one paragraph on the static image, then one on the studied text, repeated a few times. This often……
Examiners’ commentsQuestion 2
Whilst most candidates obviously thought that this was an accessible and straightforward question, a disappointing number of them failed to discuss or define the intended audience and the effect of the construction. Only a few challenged the word ‘every’ even where they were discussing Images 3 or 5. However, many did write detailed…
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Self reflection 1
Investigating the information in the Standards Guide
• Stage 3 – Section stats p75; Qu 2 page 91• Stage 2 – Section stats p75; Qu 2a page 90
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Self reflection 2
Information in the Standards Guides can be used by:
• teachers and their students
• the examining panel
• the Curriculum Council
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Moderation processes 2011
• statistical moderation of school marks
• consensus moderation, stage 3 July 25
• school moderation program
• small group moderation
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Take a break
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State examination statistics 2010English
Stage 3 mean standard deviation
Raw exam mark 59.00 11.47
Standardised exam mark 61.03 13.62
Difference + 2.03 2.15
Stage 2 mean standard deviation
Raw exam mark 57.00 13.35
Standardised exam mark 61.24 13.9
Difference + 4.24 0.55
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Grade distributions forEnglish
A (%) B (%) C (%) D (%) E (%) Total
Stage 2A 6.7 25.5 56.2 9.6 2 2745
Stage 2B 7.9 26.4 56.9 7 1.6 2569
Stage 2C 4.6 25.6 59.3 8 2.4 1927
Stage 2D 5.4 27.2 59.4 6.4 1.7 1862
Totals Stage 2 6.15 26.2 58 7.75 1.93
Stage 3A 12.8 32.6 50.4 3.7 0.6 8506
Stage 3B 14.3 34.3 48.3 2.6 0.6 8438
TotalsStage 3 13.6 33.5 49.4 3.15 0.6
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Student achievement data – STS022
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https://sirs.curriculum.wa.edu.au
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Reports – other reports – statisticsSTS - 022
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Student achievement data – STS022
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The WACE course score
<insert Alan Honeyman diagram>
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Your school in blue
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Self reflection 3: a case study1. Describe what has happened to the school marks and
exam marks.2. Consider why marks adjustment is necessary across
the statewide examination population.3. Evaluate the relationship between the grade
distribution and the achievement band distribution.4. Evaluate the relationship between the rank order of the
students based on their school marks and the rank order based on their exam marks.
5. Identify possible causes for the assessment issues you identify and strategies that could be implemented.
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Self reflection 4
1. Describe what has happened to the school marks and exam marks.
2. Evaluate the relationship between the grade distribution and the achievement band distribution.
3. Evaluate the relationship between the rank order of the students based on their school marks and the rank order based on their exam marks.
4. If issues are apparent, identify possible causes and strategies to address these.
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Detailed examination feedbackformerly known as Maximising Feedback reports
• Provides an item analysis for your students
• Separate reports for written (MF01) and multiple choice
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Council support for teachers• sample teaching programs
• sample assessment tasks
• sample assessment programs
• sample exams
• annotated student work samples
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Council support for teachers
• assessment support materials on the Council extranet.
• register with WACOT number and work email address
• information in the WACE Manual 2011 and the WACE Circular each term (and more regularly in the eCircular)
• email any questions to [email protected]
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ATAR Using Stage 2 and 3 in 2010
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Scaled Score Statistics – English 2010
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Contact details• For clarification or further information about
assessment or moderation processes contact:
John Watson9273 [email protected]
• For syllabus clarifications and queries about teacher support materials contact:
• Gerard Morris 9273 6742
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Seminar objectivesThat teachers:• understand the function and structure of the Standards Guides• are aware of the possible uses of the information provided in the
Standards Guides• know how the Council’s moderation processes will be implemented
for this course in 2011• understand how school marks and WACE examination marks are
adjusted• are aware of the 2010 state wide achievement and examination
data for this course• are aware of the range of student achievement data made
available to schools by the Council• are confident in the ability to analyse the student achievement data
provided in SIRS reports STS022, STS028 and STS036• are aware of the item analysis data provided in SIRS reports
MF01/02/03• are aware of and have the ability to access the range of
assessment support materials available to teachers on the Council’s extranetPLEASE COMPLETE THE SECOND
PART OF THE EVALUATION
SHEET
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• use your Reflective Journal
• this information will be available as an online learning module accessible
Reflective Journal
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• If teachers at your school could not attend a face-to-face assessment seminar and wish to access one or both of these modules, please email the following information to [email protected]
• name• school name• the sector/system (AISWA, DoE or CEO)• your school email address• your WACOT number.
Online learning module
2011/10666
CEO• Frank Italiano - Whole School Development Consultant Learning
and Teaching K-12 Team - 6380 5362 - [email protected]
AISWA• Mark Newhouse - Manager of Curriculum, Association of
Independent Schools of Western Australia - 9441 1639 - [email protected]
• DoE• Richard Lobb - Manager │K-12 Curriculum, Assessment and
Reporting - 9264 5076 - [email protected]
ACARA - update info from: