eveoay DEPARTMENT OF EDUCATION Quality Assurance Assessment Cycle Fitting it all together Suggested timeline for implementation Terms 1 and 3 Week 1-3 Week 4-6 Week 6 - 10 Cl QAAC Overview Video O Planning Phase 1 Programs finalised and submitted to leadership team O Clarifying Phase 1 Align task to Achievement standards and Principles of atti assessment C Ongoing monitoring of student leaming. Assess ‘students using clarified tasks. Teacher evaluates and provides targeted feedback. Terms 2 and 4 Week 1 - 4 Week 4-5 Week 6 -7 Week 7-8 Week 9 Week 9 - 10 O Continue ongoing monitoring of student learning C1 New staff practise using the SAIS test site httpu/test.sais.ntschools.net 1 Report templates customised in SharePoint site http://sc.ntschools.net/e/schoolcode/studentreports 0 Confirming Phase O Collaboration and consensus assigning A-E grades and constructing comments for each student (can be started in Terms 1 and 3 using a Word or Excel sheet) Ci Set up class groups in SAIS hitp://sais.ntschools.net 1 Enter data and comments 1 School administrators complete set up and generate draft reports in SharePoint 0 Check and review reports. ) a 0 Reviewing and improving phase 0 Approve and print student reports from SharePoint O Close assessments in SAISRese patiaat oad DEPARTMENT OF EDUCATION Quality Assurance Assessment Cycle Clarifying an assessment task checklist 1. Read the assessment task and supporting information (unit plans if provided). 2. Identify and highlight the aspects of the achievement standard the task requires students to demonstrate. (i aspects of the achievernent standard have already been determined, confirm that you can ‘observe them in the task). 1 Does the task assess the intended aspects of the achievement standard? Annotate the task indicating where it requires demonstration of the identified aspects of the achievement standard (S22 Tips for annotating work samples). 3, Work through the guiding questions of the Clarifying using the Principles of Assessment sheet to analyse the assessment task. Determine the Principles of ‘Assessment incorporated in the task. Which principies does the task incorporate well? (Note: not all assessment tasks will address all the Principles of Assessment). 1 Annotate the task showing where the task incorporates the Principles of Assessment (see Tips for annotating work samples). @, Review and discuss with colleagues to gain common understandings about this assessment task 1 Do you and your colleagues agree with the aspects of the achievement standard highlighted in the task? 1D Do you and your colleagues agree with how well the task incorporates the Principles of Assessment? 1 - Do you and your colleagues agree with the annotations? (0. What differences were there in your analysis of the task? 1 Come toa consensus about what the task can assess. Add any other annotations discussed. 5. Further Discussio * Quality assessment task design ‘+ Enrich or modify the task if required. ‘What are the strenaths of the task? 1 Does the task align to the achievement standard and principles of assessment? Is Itnecessary for this task to address more of the standard or the principles? 1 Does the task fit into the Whole school curriculum and assessment plan? Ate other tasks planned to collect further evidence of student learning? 10. What are the features of quality assessment task design? Use the task as intended OR enrich or modify the task. Consider: answers to questions above 1D. annotations you have made D_ achievement standards 1 Principles of Assessment. Enrich or modify the task by: adding to or altering the task 1D. create or alter marking guide Remember- tasks can be collected and stored for use as common assessment lasks and/or exemplars ee ern eeeDEPARTMENT OF EDUCATION Quality Assurance Assessment Cycle Tips for annotating a task * Annotations should explain how the task demonstrates an aspect of the measure you are comparing it to 8.9. achievement standard, Principles of Assessment , Satisfactory, Above satisfactory, Below satisfactory. e Non values based, everyday language should be used where possible. e State what can be seen- the use of frequency type words such as ‘sometimes’, ‘consistently’ and ‘frequently’, or relative terms such as ‘average’ or ‘good’ should be kept to a minimum as the interpretation of these terms can vary, e Acknowledge distracters like content not related to the achievement standard but don’t allow them to take over the focus. © Quality annotations: ¥ begin with present tense action verbs e.g. TASK: asks, requires, allows Y are derived from the task or work sample itself e.g. TASK: asks students to complete one digit, whole number multiplication Y relate to the achievement standard 0.9. TASK: asks students to recognise common equivalent fractions v show only what students can do (couched in positive terms) ¥ give more fine grain description of demonstration of the achievement standards. eg: TASK: need to divide a shape and perform two calculations to determine entire area (solve problems involving area) ‘Amended from: Assessment and Reporting using the Australian Curriculum: Module 3Imaview Not havelaw+ ernment | DEPARTMENT OF EDUCATION Quality Assurance Assessment Cycle ee Clarifying using the Principles of Assessment Principles of Guiding questions Notes Assessment ‘Note: not all assessment tasks will address al the principles of assessment Explicit Does the task include clear information on the expected evidence of learning 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 (e.g. 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? Practical ~ Is the task manageable and able to be incorporated into convenlence: class practices and activities? ~ Is the evidence of learning collected worth the time and resources invested? eee - 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) “Geen oes cM eel a