ASL U3 Session 1 - Judging And Reporting

1. Graduate Certificate in the
Assessment of Student Learning
Estimating Student Achievement
Understanding Evidence

2. 
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
Assessment’s role in understanding and
promoting learning
Monitoring learning on a progress map or
continuum
Applying best practice assessment principles
including fit for purpose and context and
transparency for stakeholders
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3. Estimating student achievement
 Judging and recording
 Estimating attainment Part 1
 Making estimates
 Holistic ratings and analytical ratings

Estimating attainment Part 2
 Outcomes achieved
 Scored responses


Issues in estimating attainment
Reflection and direction
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4. 
Collecting and recording evidence
 Observations
 Recording methods

Methods to support judgments

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Rating scales
Partial credit
Dichotomous records
Outcomes achieved
Categorising student responses
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5. 

Incidental – day to day teaching
Planned – e.g. musical performance
Ideally
 Planned and purposeful
 Written record
 Build a picture over time
 Address range of outcomes
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6. Systematic management – observations
planned and purposeful
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Know what evidence of the learning will look
like
Be aware of common misconceptions
Be well prepared for recording
Prompt student to demonstrate
understanding
Use in conjunction with other evidence
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7. Holistic - single overall assessment
Discovering Democracy Upper Primary, People Power
– Community campaigns
Responses categorised by increasing competency
◦
◦
◦
◦
Inadequate – limited understanding
Satisfactory – typically displays basic understanding
Sound – considered view
Sophisticated – perceptive understanding of complexities
Supported with annotated work samples
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8. Analytic – assess each specified criteria
NAPLAN writing
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9. Recognises different levels of response.
e.g. DART MP Reading, prediction Best Beak in
Boonaroo Bay
Where do you think this story takes place?
Explain your answer.
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10. Code 2 uses picture or text clues
and gives a supporting reason
At Boonaroo Bay because that’s
the title
Code 1 identifies place with clear
water connection without
plausible reason
Beach; bay; lake; Boonaroo Bay
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11. Two categories
ON
OFF
correct
incorrect
completed
not completed
demonstrated
not demonstrated
satisfactory
not satisfactory
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12. How much information do we need to be confident a student has
achieved specific outcomes?
If a student demonstrates understanding is it typical performance?
Are there other tasks or contexts required to meet the outcome?
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13. 13

14. 
What observation records do you currently
keep?
◦ Strengths & limitations?

Which judgement methods do you employ?
◦ Strengths & limitations?
Share examples of best practice.
Initiate and build discussion, explore issues
related to making and recording observations
and making judgments.
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