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Assessment seminar 2011. ENGLISH John Watson. WACOT professional learning requirements. today ’ s seminar can contribute documentation required - keep your Reflective Journal as evidence . 2. Key messages 2011. The end of 2010 effectively saw the completion of the senior school changes

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Assessment seminar 2011 l.jpg

Assessment seminar2011

ENGLISH

John Watson

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Wacot professional learning requirements l.jpg

WACOT professional learning requirements

today’s seminar can contribute

documentation required

- keep your Reflective Journal as evidence.

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2


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Key messages 2011

  • The end of 2010 effectively saw the completion of the senior school changes

  • The Curriculum Council acknowledges the significant amount of work done by teachers to implement and assess their new courses

  • In the main the WACE exams accurately and fairly assessed students’ achievements at Stage 2 or 3

  • The approach now taken ensures that the Council can provide quality feedback to schools in all courses through the statistical and examination feedback reports and the Standards Guides

  • We hope to have at least five years before the national curriculum is implemented in Years 11 and 12 – decisions about this have not been made yet

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Seminar objectives

That teachers:

  • understand the function and structure of the Standards Guides

  • are aware of the possible uses of the information provided in the Standards Guides

  • know how the Council’s moderation processes will be implemented for this course in 2011

  • understand how school marks and WACE examination marks are adjusted

  • are aware of the 2010 state wide achievement and examination data for this course

  • are aware of the range of student achievement data made available to schools by the Council

  • are confident in the ability to analyse the student achievement data provided in SIRS reports STS022, STS028 and STS036

  • are aware of the item analysis data provided in SIRS reports MF01

  • are aware of and have the ability to access the range of assessment support materials available to teachers on the Council’s extranet

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Examinations and standards

2010 was:

  • the fourth year this course has been examined

  • the second time the standards setting process had been completed

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WACE Course report

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Page

72 in

WACE

manual

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The marks adjustment process

Curriculum Council processes

Raw WACE exam marks

Standardised WACE exam marks

WACE course scores

Combined marks

Moderated school marks

Standardised moderated school marks

Raw school marks

Scaled scores

TISC process

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The standards setting process

This is used to:

  • set achievement band cut-offs which allow adjustment of the combined mark distribution to create the WACE course scores

  • develop the achievement band descriptions to summarise what students demonstrated in the written examination

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The WACE course score

<insert Alan Honeyman diagram>

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Stage 3: Excellent Band Description

Excellent achievement (75 - 100)

  • Responds comprehensively using a variety of texts; shows an excellent grasp of syllabus concepts.

  • Demonstrates excellent command of writing conventions, including complex sentence structures, paragraphing, grammar and spelling. Uses sophisticated language to influence audiences. Sustains a lively personal voice to engage, entertain and communicate.

  • Analyses codes and conventions to produce detailed, justified interpretations and texts.

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Stage 3: Satisfactory Band Description

Satisfactory achievement (50 - 64)

  • Refers to texts to apply syllabus concepts.

  • Generally displays control over sentence structure, paragraphing, grammar and spelling. Generally uses appropriate vocabulary, language conventions and writing forms. Inconsistently or ineffectively uses personal voice.

  • Generally employs codes and conventions to analyse and produce texts.

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The Standards Guides

  • produced following the completion of the standards setting process

  • separate guides for Stage 2 and Stage 3

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Main function of the Standards Guide

To provide:

  • the examination questions, marks and marking keys

  • selected candidate responses and marker annotations

  • question statistics

  • examiners’ comments

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Component 1: The examination questions, marksand marking keys

Question 2 (30 marks)

Every aspect of a visual text is constructed to have an effect on its intended audience.

Discuss this statement with reference to at least one of the images provided and at least one visual text you have studied.

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Component 2: Selected candidate responses and marker annotations

Excellent response

29/30 marks

Engaging and original opening establishes a strong sense of personal voice and brief response to the question. Texts to be referred to are clearly acknowledged.

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Component 3: Question statistics

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Component 3: Question statistics

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Component 4: Examiners’ comments

Examiners’ comments

Section Three: Viewing

Whilst most candidates used a formal essay style for their answer, a few did not allow themselves to be impeded by any attempt to structure their responses effectively and there were also too many who again wrote in an overly casual style. One marker noted: ‘…a lot of students discussed both texts in the same paragraphs or alternated, i.e. one paragraph on the static image, then one on the studied text, repeated a few times. This often……

Examiners’ comments

Question 2

Whilst most candidates obviously thought that this was an accessible and straightforward question, a disappointing number of them failed to discuss or define the intended audience and the effect of the construction. Only a few challenged the word ‘every’ even where they were discussing Images 3 or 5. However, many did write detailed…

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Self reflection 1

Investigating the information in the Standards Guide

  • Stage 3 – Section stats p75; Qu 2 page 91

  • Stage 2 – Section stats p75; Qu 2a page 90

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Self reflection 2

Information in the Standards Guides can be used by:

  • teachers and their students

  • the examining panel

  • the Curriculum Council

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Moderation processes 2011

  • statistical moderation of school marks

  • consensus moderation, stage 3 July 25

  • school moderation program

  • small group moderation

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Take a break

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State examination statistics 2010English

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Grade distributions forEnglish

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Student achievement data – STS022

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https://sirs.curriculum.wa.edu.au

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Reports – other reports – statisticsSTS - 022

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Student achievement data – STS022

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The WACE course score

<insert Alan Honeyman diagram>

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Your school in blue

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Self reflection 3: a case study

  • Describe what has happened to the school marks and exam marks.

  • Consider why marks adjustment is necessary across the statewide examination population.

  • Evaluate the relationship between the grade distribution and the achievement band distribution.

  • Evaluate the relationship between the rank order of the students based on their school marks and the rank order based on their exam marks.

  • Identify possible causes for the assessment issues you identify and strategies that could be implemented.

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Self reflection 4

  • Describe what has happened to the school marks and exam marks.

  • Evaluate the relationship between the grade distribution and the achievement band distribution.

  • Evaluate the relationship between the rank order of the students based on their school marks and the rank order based on their exam marks.

  • If issues are apparent, identify possible causes and strategies to address these.

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Detailed examination feedbackformerly known as Maximising Feedback reports

  • Provides an item analysis for your students

  • Separate reports for written (MF01) and multiple choice

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Council support for teachers

  • sample teaching programs

  • sample assessment tasks

  • sample assessment programs

  • sample exams

  • annotated student work samples

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Council support for teachers

assessment support materials on the Council extranet.

register with WACOT number and work email address

information in the WACE Manual 2011 and the WACE Circular each term(and more regularly inthe eCircular)

email any questions to [email protected]

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ATAR Using Stage 2 and 3 in 2010

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Scaled Score Statistics – English 2010

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Contactdetails

For clarification or further information about

assessment or moderation processes contact:

John Watson

9273 6374

[email protected]

For syllabus clarifications and queries about teacher support materials contact:

Gerard Morris 9273 6742

[email protected]

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Seminar objectives

That teachers:

  • understand the function and structure of the Standards Guides

  • are aware of the possible uses of the information provided in the Standards Guides

  • know how the Council’s moderation processes will be implemented for this course in 2011

  • understand how school marks and WACE examination marks are adjusted

  • are aware of the 2010 state wide achievement and examination data for this course

  • are aware of the range of student achievement data made available to schools by the Council

  • are confident in the ability to analyse the student achievement data provided in SIRS reports STS022, STS028 and STS036

  • are aware of the item analysis data provided in SIRS reports MF01/02/03

  • are aware of and have the ability to access the range of assessment support materials available to teachers on the Council’s extranet

PLEASE COMPLETE THE SECOND PART OF THE EVALUATION SHEET

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Reflective Journal

  • use your Reflective Journal

  • this information will be available as an online learning module accessible

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Online learning module

  • If teachers at your school could not attend a face-to-face assessment seminar and wish to access one or both of these modules, please email the following information to [email protected]

    • name

    • school name

    • the sector/system (AISWA, DoE or CEO)

    • your school email address

    • your WACOT number.

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ACARA - update info from:

CEO

  • Frank Italiano   - Whole School Development Consultant Learning and Teaching K-12 Team  -  6380 5362 - [email protected]

    AISWA

  • Mark Newhouse  - Manager of Curriculum, Association of Independent Schools of Western Australia  - 9441 1639 - [email protected]

    DoE

  • Richard Lobb - Manager │K-12 Curriculum, Assessment and Reporting - 9264 5076 - [email protected]

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