Assessment Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum...

AssessmentAssessment

Curriculum Leadership Workshop for Science Head TeachersCurriculum Leadership Workshop for Science Head TeachersScience Unit Curriculum DirectorateScience Unit Curriculum Directorate


What is Assessment?What is Assessment? ““Schools are to undertake assessment to collect Schools are to undertake assessment to collect

information about students’ learning. This will occur information about students’ learning. This will occur through both formal and informal activities” through both formal and informal activities”

Assessment is the process of identifying, gathering and Assessment is the process of identifying, gathering and interpreting information about students' learning. interpreting information about students' learning.

The central purpose of assessment is to provide The central purpose of assessment is to provide information on student achievement and progress and information on student achievement and progress and set the direction for ongoing teaching and learning.set the direction for ongoing teaching and learning.

Policy Standards for Curriculum Planning and Programming,Assessing and Reporting to Parents K-12

Who is to be assessed?Who is to be assessed?

Assessment of student learning will be undertaken Assessment of student learning will be undertaken for all learners, including students with disabilities:for all learners, including students with disabilities:

enrolled in regular classes; enrolled in regular classes; enrolled in special classes or in special enrolled in special classes or in special

schools; schools; accessing life skills outcomes and content in accessing life skills outcomes and content in

Years 7-10 or following life skills patterns of Years 7-10 or following life skills patterns of study in Years11-12.”study in Years11-12.”

Policy Standards for Curriculum Planning and Programming,Assessing and Reporting to Parents K-12


Quality assessments should be:Quality assessments should be:ValidValidReliableReliableAuthenticAuthenticFairFairComparableComparableEducativeEducativeManageableManageable


Formative – Summative Role of formative assessment indicates to student and teacher the

progress in learning: feedbackRole of summative assessment “how effective was the instruction?” -ultimate summative assessment HSC


Formative assessment often called Formative assessment often called assessment for learningassessment for learning

Summative assessment often called Summative assessment often called assessment of learningassessment of learning


Assessment ‘for’ LearningAssessment ‘for’ Learning acknowledges that assessment should occur as a acknowledges that assessment should occur as a

regular part of teaching and learning and that the regular part of teaching and learning and that the information gained from assessment activities can information gained from assessment activities can be used to be used to shape the teaching and learning shape the teaching and learning processprocess..

in the K-10 Curriculum Framework is designed to in the K-10 Curriculum Framework is designed to enhance teaching and improve learning. It gives enhance teaching and improve learning. It gives students opportunities to produce the work that students opportunities to produce the work that leads to development of their knowledge, skills leads to development of their knowledge, skills and understandingand understanding. .


Assessment ‘for’ LearningAssessment ‘for’ Learning Assessment for learning involves teachers in Assessment for learning involves teachers in

deciding how and when to assess student deciding how and when to assess student achievement, as they plan the work students will do, achievement, as they plan the work students will do, using a range of appropriate assessment strategies using a range of appropriate assessment strategies including self-assessment and peer assessment.including self-assessment and peer assessment.

Teachers of K-12 students will provide students with Teachers of K-12 students will provide students with opportunities in the context of everyday classroom opportunities in the context of everyday classroom activities, as well as planned assessment events, to activities, as well as planned assessment events, to demonstrate their learning.demonstrate their learning.


Assessment “for” learningDriving force: “…signals to students…what they should be

learning and how they should be learning it” (Biggs, 2003)

Context: assessment component of teaching contextual-qualitativeStudent’s Role: likely to be participatory


Assessment “of” learningDriving force: grading or ranking; selecting; reportingContext: separate from teaching (you don’t tell the kid the

answers until review, if it occurs!) psychometric-quantitative (you need the numbers)Student’s role: Put up take the punishment / bask in the glory

Curriculum Leadership Workshop for Science Head Curriculum Leadership Workshop for Science Head TeachersTeachers

Science Unit Curriculum DirectorateScience Unit Curriculum Directorate

Assessment for learning Britain: Paul Black and Dylan William, conducted

the major review of research on classroom assessment and its impact.

Resulted in the pamphlet, ‘Inside the black box’. The review showed that effective, informal

classroom assessment (teacher and peers) with constructive feedback to the student raised levels of attainment.


Improving learning through assessmentDependent on five key factors: effective feedback to students active involvement of students in their own learning adjust teaching to take account of the results of

assessment a recognition of the profound influence assessment has

on the motivation and self-esteem of students the need for students to be able to self-assess and

understand how to improve.


Why assessment for learning is critical

Greater recognition of how people learn best –constructivist approach: people create meaning, using prior knowledge, from what they do

knowledge is created by the student’s learning activities

active learning, discovery learning learning as and for conceptual change –

challenging conceptions


Why assessment for learning

Recognition of the benefits of peer-and self-assessment

–brings students “into the loop”; self-reflection

–more “authentic”

–need to create lifelong learners


Why assessment for learning

Greater recognition of:how strongly assessment influences

student behaviourassessment as the strongest determinant

of what students learn


Student view on “learning”

What is the syllabus? Students aren’t experts on education – teachers are! (metalanguage of teaching)

The assessment determines what I learn more than the syllabus

“If it’s not an assessment task I’m not doing it”“Is this assessable?”“Will this be in the exam?” the assessment IS the syllabus

and why not?


Teacher view on “learning”Teacher view on “learning” Syllabus drivenSyllabus driven““Today we are covering dot point…….”Today we are covering dot point…….”““Today’s lesson is aimed at outcome….”Today’s lesson is aimed at outcome….”““This assessment task is assessing outcomes…..”This assessment task is assessing outcomes…..”

External exam drivenExternal exam driven““This was an exam question in 2002”This was an exam question in 2002”““In the 2004 SC ……”In the 2004 SC ……” Assessment task drivenAssessment task driven““That’s in the assessment task so I’d better teach that well That’s in the assessment task so I’d better teach that well and make sure they know it”and make sure they know it” Student responsibilityStudent responsibility““I taught it, I know I did.”I taught it, I know I did.”““You did that as an assignment”You did that as an assignment”““That was covered in the homework”That was covered in the homework”““Kids always get that wrong”Kids always get that wrong”


Qualities of the assessment “for” learning feedback Sufficient feedback is provided, often enough &

in enough detail The feedback is provided quickly enough to be

useful to students Feedback focuses on learning rather than on

marks or students Feedback is linked to the purpose of the

assessment and to criteria Feedback is understandable to students


What students must do to advance their learning

Feedback is received by students and attended to – they do something with it

Feedback is acted upon by students to improve their work or their learning



In practice, this means In practice, this means Clear Clear evidenceevidence is gained about how to is gained about how to

drive up individual attainment (for both drive up individual attainment (for both teacher and student)teacher and student)

ThereforeThereforeStudents know what they need to improve Students know what they need to improve

and how best they can do soand how best they can do soA clear link between student learning and A clear link between student learning and

lesson planning occurslesson planning occurs


Assessment for Learning occurs when Assessment for Learning occurs when evidence*evidence* and dialogue identify where kids and dialogue identify where kids are in their learning, where they need to are in their learning, where they need to go and how best for them to get there and go and how best for them to get there and this information is conveyed to the kid.this information is conveyed to the kid.

Should programming indicate what that Should programming indicate what that evidence could look like?evidence could look like?


Effective assessment for learning: is embedded in the teaching and

learning as an essential component involves sharing learning goals with

kidsaims to help kids know and recognise

the standards they are aiming for

Effective assessment

involves pupils in self-assessmentprovides feedback that empowers

students to recognise their next steps and then to take them

is underpinned by a confidence that every student can improve

has both teacher and student reviewing and reflecting on assessment data.

Assessment for learningAssessment for learning

Consider the key questions:Consider the key questions: What do the students need to learn?What do the students need to learn? Why does that learning matter?Why does that learning matter? What do the students need to do to and What do the students need to do to and

demonstrate to show they have done that demonstrate to show they have done that learning?learning?

How well do they have to do it?How well do they have to do it? Where is it taking them?Where is it taking them?

Plan the teaching learning program and Plan the teaching learning program and assessment to answer these questions.assessment to answer these questions.

Assessment ‘for’ LearningAssessment ‘for’ Learning

Identify where Identify where students are on students are on the K-10 Science the K-10 Science continuum and continuum and design learning design learning activities that will activities that will move them along move them along the continuumthe continuum


Collaborative planning and quality assessment Collaborative planning and quality assessment processesprocesses

In Science teaching we recognise that In Science teaching we recognise that assessment is a two-way mode of assessment is a two-way mode of communication. communication.

As well as gathering information about students’ As well as gathering information about students’ learning, we know that it is through assessment learning, we know that it is through assessment that we communicate to students what it is that that we communicate to students what it is that we value in Science.we value in Science.

Assessment is anchored on a standardAssessment is anchored on a standard

Assessment of learningAssessment of learning



Assessment of learningDriving force: grading or ranking; selecting; reportingContext: separate from teaching (you don’t tell the kid the

answers until review, if it occurs!) psychometric-quantitative (you need the numbers)Student’s role: Put up take the punishment / bask in the glory

Curriculum Leadership Workshop for Science Head TeachersCurriculum Leadership Workshop for Science Head Teachers

Science Unit Curriculum DirectorateScience Unit Curriculum Directorate Assessment ‘of’ LearningAssessment ‘of’ Learning

Assessment for learning Assessment for learning informsinforms “assessment of “assessment of learning”learning”

Enables teachers Enables teachers to reportto report on the status of student on the status of student learning at various points in the teaching and learning at various points in the teaching and learning program.learning program.

Involves teachers Involves teachers making holistic professional making holistic professional judgements of student achievementjudgements of student achievement, based on , based on evidence collected from both formal and informal evidence collected from both formal and informal measures of each student’s performance against measures of each student’s performance against defined criteria, collected over time from a number defined criteria, collected over time from a number of assessment of assessment for for learning activities.learning activities.


Quality assessment Assessment promotes learning/ diagnostic Assessed tasks capture sufficient student time and

effort* Assessment tasks distribute student effort evenly across

topics & weeks* Assessment tasks engage students in productive

learning activity Assessment communicates clear and high expectations

to students Assessment is planned as part of programming and

feeds into progam revision - ESSA

Collaborative planning and Collaborative planning and quality assessment processesquality assessment processes

What kind of assessment can I use to provide What kind of assessment can I use to provide students with the opportunity to:students with the opportunity to:

show what they have learnt show what they have learnt address significant scientific content address significant scientific content provide quality feedback to the student on provide quality feedback to the student on

their learning?their learning?

Assessment must be valid and reliable.Assessment must be valid and reliable.

Collaborative planning and Collaborative planning and quality assessment processesquality assessment processes

In practice, effective science assessment is In practice, effective science assessment is characterised by tasks which:characterised by tasks which:

connect to prior learningconnect to prior learning

engage students, are relevant and are valued engage students, are relevant and are valued by themby them

allow students to demonstrate their science allow students to demonstrate their science skills in contextskills in context

allow students to show what they know and allow students to show what they know and can do.can do.


It is imperative that we build understanding of the It is imperative that we build understanding of the standards to be able to appropriately award gradesstandards to be able to appropriately award grades

This understanding can be built by:This understanding can be built by:Reflecting on the syllabus stage statementsReflecting on the syllabus stage statementsReflecting on the Course Performance Descriptors Reflecting on the Course Performance Descriptors

(CPDs) (CPDs) Accessing the Board of Studies assessment advice, Accessing the Board of Studies assessment advice,

Assessment Resource Centre (ARC) and the Assessment Resource Centre (ARC) and the Standards PackagesStandards Packages

Professional dialogue - Reflecting on past student Professional dialogue - Reflecting on past student performancesperformances



Understanding the StandardsUnderstanding the Standards

The Stage Statements in the K-10 syllabuses: The Stage Statements in the K-10 syllabuses:

““summarise the knowledge, summarise the knowledge, understanding, skills, values and attitudes understanding, skills, values and attitudes gained by achieving the outcomes for a gained by achieving the outcomes for a stage of learning”stage of learning”..


The Course Performance Descriptors for the The Course Performance Descriptors for the K-10 syllabuses: K-10 syllabuses:

““have been developed from the Board’s general have been developed from the Board’s general performance descriptors, and provide a more performance descriptors, and provide a more complete description of typical performance in complete description of typical performance in this course at each grade level (A-E)this course at each grade level (A-E) ”. ”.

http://arc.boardofstudies.nsw.edu.au/cpds/stage-5/science.doc

Understanding the Standards Understanding the Standards

CPDs for ScienceCPDs for Science

Understanding the StandardsUnderstanding the Standards

Accessing:Accessing: Advice on Programming Advice on Programming

and Assessmentand Assessment

http://www.boardofstudies.nsw.edu.au/syllabus_sc/http://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/science_710_support.pdfpdf_doc/science_710_support.pdf

The Standards PackagesThe Standards Packages The ARCThe ARC

http://arc.boardofstudies.nsw.edu.au//http://arc.boardofstudies.nsw.edu.au//

The Assessment Resource Centre supports assessing and

reporting student achievement relative to standards


Through using the ARC website materials you canThrough using the ARC website materials you can become familiar with the A to E standards by become familiar with the A to E standards by reading:reading:

the descriptions for each gradethe descriptions for each grade

the tasks and activitiesthe tasks and activities

the work samples, andthe work samples, and

the grade commentaries. the grade commentaries.


Through use of the ARC website materials you can, Through use of the ARC website materials you can, while while reading the student work samples provided, reading the student work samples provided, think of your experiences with students you have think of your experiences with students you have taught who have produced work of a similar taught who have produced work of a similar standard. standard.

This will give you a “mental picture” of the This will give you a “mental picture” of the knowledge, skills and understanding represented by knowledge, skills and understanding represented by a student that would have been awarded that a student that would have been awarded that grade.grade.


Discussions with your colleagues is critical. It may Discussions with your colleagues is critical. It may be especially helpful for:be especially helpful for:

New teachersNew teachers

OrOr

Where a teacher is not experienced with that Where a teacher is not experienced with that stagestage


Using work samples aligned to grades assists Using work samples aligned to grades assists teachers to have a clear understanding of the teachers to have a clear understanding of the standards at each grade level. standards at each grade level.

For each subject area in each stage, the samples of For each subject area in each stage, the samples of student work, together, show the standard of work student work, together, show the standard of work typically producedtypically produced by students performing at that by students performing at that grade level.grade level.

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


Aligning a work sample to a particular grade Aligning a work sample to a particular grade indicates that the work sample is of a standard that indicates that the work sample is of a standard that would would typically be producedtypically be produced by a student whose by a student whose overall performance, on balance, best matches that overall performance, on balance, best matches that grade description.grade description.

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

Allocating GradesAllocating GradesAwarding the right gradeAwarding the right grade

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

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

This is a key professional skill.This is a key professional skill.

Below and above standardBelow and above standard

Professional dialogue to determine how far Professional dialogue to determine how far below or above standard.below or above standard.

Assign an A-E grade (or equivalent)Assign an A-E grade (or equivalent)C at standardC at standardThe allocation of a grade is based on a The allocation of a grade is based on a

body of workbody of work

Awarding the right gradeAwarding the right grade

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

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

Consistent teacher judgementsConsistent teacher judgements

The consistency of judgements about grades The consistency of judgements about grades within and between schools comes from:within and between schools comes from:

following teaching programs based on following teaching programs based on common syllabusescommon syllabuses

using the common grade scaleusing the common grade scale considering shared samples of student work considering shared samples of student work discussions with colleaguesdiscussions with colleagues

Common Grade ScaleCommon Grade Scale

GradeGrade Grade DescriptionsGrade Descriptions

AA

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

BBThe student has a thorough knowledge and understanding of the content and The 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 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.is able to apply this knowledge and these skills to most situations.

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

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

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

A-E GradesA-E Grades

At the beginning of a reporting period, At the beginning of a reporting period, teachers will consider teachers will consider what what students are students are expected to learn. That is, the knowledge, expected to learn. That is, the knowledge, skills and understanding that is typically skills and understanding that is typically spelt out in the syllabuses and the spelt out in the syllabuses and the teaching/learning programs developed by teaching/learning programs developed by schools. schools.


During the assessment period students During the assessment period students should be told how they are performing should be told how they are performing against the standard and guided on how against the standard and guided on how they can improve. This is done through the they can improve. This is done through the development of tasks designed and development of tasks designed and marked around explicit criteria and the marked around explicit criteria and the provision of meaningful explicit feedback.provision of meaningful explicit feedback.


At the end of the reporting period, At the end of the reporting period, teachers will consider teachers will consider how well how well students students have achieved. This is addressed by using have achieved. This is addressed by using the common A-E grade scale which the common A-E grade scale which summarises the degree to which students summarises the degree to which students have demonstrated their achievement of have demonstrated their achievement of the knowledge, skills and understanding the knowledge, skills and understanding they have had the opportunity to learn. they have had the opportunity to learn. How wellHow well takes into account the breadth takes into account the breadth and depth of their learning.and depth of their learning.

Allocating GradesAllocating GradesAssessment ‘of’ LearningAssessment ‘of’ Learning

The Assessment ProgramThe Assessment Program1.1. Establish an assessment program that consists of Establish an assessment program that consists of

a number of assessment activitiesa number of assessment activities2.2. Ensure the assessment activities cover a range of Ensure the assessment activities cover a range of

outcomes and are established with explicit outcomes and are established with explicit assessment criteriaassessment criteria

3.3. Provide opportunities for students to display their Provide opportunities for students to display their achievements in different ways and to work in a achievements in different ways and to work in a range of situationsrange of situations

4.4. Decide on the relative importance of each Decide on the relative importance of each assessment activityassessment activity

5.5. Collect performance information on each student Collect performance information on each student from assessment activitiesfrom assessment activities

Course Performance Descriptors Course Performance Descriptors (CPDs)(CPDs)

Course performance descriptors have been developed by the Course performance descriptors have been developed by the OBOS for each course. They describe the main features of a typical OBOS for each course. They describe the main features of a typical student's performance at each grade measured against the syllabus student's performance at each grade measured against the syllabus objectives and outcomes for the course.objectives and outcomes for the course.

You will make the final judgement of the most appropriate grade on You will make the final judgement of the most appropriate grade on the basis of available assessment information and with reference to the basis of available assessment information and with reference to the course performance descriptors. the course performance descriptors.

The grades awarded should reflect the relative emphasis placed on The grades awarded should reflect the relative emphasis placed on the assessable objectives of school programs and the syllabus. For the assessable objectives of school programs and the syllabus. For example, where a school has placed considerable emphasis on the example, where a school has placed considerable emphasis on the development of research skills, that emphasis should be reflected in development of research skills, that emphasis should be reflected in the assessment program. the assessment program.

CPDs for ScienceCPDs for ScienceDownload a copy of the Download a copy of the Stage 5 Course Stage 5 Course

Performance Descriptors for SciencePerformance Descriptors for Science from from the NSW Board of Studies website at the NSW Board of Studies website at http://www.boardofstudies.nsw.edu.au/syllhttp://www.boardofstudies.nsw.edu.au/syllabus_sc/index.html#scienceabus_sc/index.html#science

CPDs for ScienceCPDs for ScienceCPDs are:CPDs are:standards achieved by Year 10 students at standards achieved by Year 10 students at

the the endend of Stage 5 of Stage 5not intended to be a checklist or a not intended to be a checklist or a

comprehensive description of student comprehensive description of student performanceperformance

Using AE Grades and CPDsUsing AE Grades and CPDs

Year 7Year 7Semester 1Semester 1 A-E reporting A-E reporting

scalescale makes makes judgements on judgements on

student student achievement achievement related to the related to the

syllabus syllabus outcomes and outcomes and content taught content taught

during that during that semester only.semester only.

Semester 2Semester 2

Year 8Year 8Semester 1Semester 1


Year 9Year 9Semester 1Semester 1


Year 10Year 10

Semester 1Semester 1 BOS CPDs BOS CPDs used to make used to make

judgementjudgementSemester 2Semester 2

Helping New Scheme Helping New Scheme TeachersTeachers

It is important for all teachers and particularly It is important for all teachers and particularly for new scheme teachers to: for new scheme teachers to:

share interpretations of syllabus share interpretations of syllabus expectations and understandings with expectations and understandings with colleagues or teacher networkscolleagues or teacher networks

use student work samples collaboratively to use student work samples collaboratively to make judgementsmake judgements

have a shared understanding of student have a shared understanding of student achievement at a particular pointachievement at a particular point

Assessment Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum...

Documents

Transcript of Assessment Curriculum Leadership Workshop for Science Head Teachers Science Unit Curriculum...