Nea baie Government | DEPARTMENT OF EDUCATION Quality Assurance Assessment Cycle [2] Clarifying using the Principles of Assessment Principles of Guiding questions Notes. Assessment Note: not al assessment tasks will adress al the principles of assessment Explicit Does the task include clear information on the expected evidence of leaming for students and other teachers? - Does the task include a marking guide* or explanation of what will be assessed for student information? - Is the marking guide* explicit in the criteria that will be used in assessing the task? - How well does the task align to the achievement standards? | - Is the marking guide* clearly aligned to the achievement standard? = Does the task allow students to accurately demonstrate | their learning? | - Does the marking guide* support consistency of judgement | (eg. no ambiguous terms)? - Are all parts if the assessment relevant to the identified | aspects of the achievement standard? | ‘Accessible ~ Does this assessment task account for diversity? (e.g. ability, learning styles, gender, interests, culture etc.) - Does the task allow for an alternate assessment method? (e.g. could a written task be delivered orally?) ~ Is this task part of a suite of tasks allowing students to apply their knowledge and skill in a range of contexts? Instructional | - Does the task help to determine what a student knows and utility can do or doesn't know and is not able to do? Will the task allow the teacher to determine what should happen next in the learning journey? - Does the task appear to be naturally embedded in the teaching cycle? - Does the task allow for feedback to students? - Could the assessment be used to inform others about the students’ progress? Student centred | - Does the task allow students to evaluate their progress and determine future learning goals? ~ Does the task provide the students with information about how this task fits into their learning journey? = - Does the task engage students? ~ Is the task manageable and able to be incorporated into class practices and activities? ~ Is the evidence of learning collected worth the time and resources invested? aes ~ Could this task be used to collect further information about student learning? (including other aspects of the — achievement standard and of achievement standards for other learning areas) Smortew Not havelov- Reel i ee ee ee a