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Asl u3 session 1 judging and reporting
- 1. Graduate Certificate in the Assessment of Student Learning Estimating Student Achievement Understanding Evidence
- 2. 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 2
- 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 3
- 4. Collecting and recording evidence Observations Recording methods Methods to support judgments Rating scales Partial credit Dichotomous records Outcomes achieved Categorising student responses 4
- 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 5
- 6. Systematic management – observations planned and purposeful 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 6
- 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 7
- 8. Analytic – assess each specified criteria NAPLAN writing 8
- 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. 9
- 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 10
- 11. Two categories ON OFF correct incorrect completed not completed demonstrated not demonstrated satisfactory not satisfactory 11
- 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? 12
- 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. 14