senior years

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THE ROLE OF SSABSA. The Senior Secondary Assessment Board of South Australia (SSABSA) is an independent statutory authority of the State Government, serving the Year 11 and Year 12 students of the three school sectors: the Independent Schools Board, the Catholic Education Office, and the Department of Education, Training and Employment. .

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1. Senior Years SSABSA International Baccalaureate Statistical Moderation

3. SSABSA has a twenty-seven-member Board of representatives from the school sectors, universities, the Accreditation and Registration Council, parent associations, employers, unions, and the Commissioner for Equal Opportunity.

4. What does SSABSA do? The Board is responsible for the South Australian Certificate of Education (SACE), which includes studies at Stage 1 (Year 11) and Stage 2 (Year 12) levels.

5. The main functions of the Board are to: prepare and approve syllabuses to be studied at Year 11 and Year 12 of secondary education; assess student achievement in Year 11 and Year 12, and to prepare and maintain records of assessment; certify achievement in Year 12, and to issue the SACE; publicise certification requirements;

6. To encourage excellence, SSABSA issues Merit Certificates to all students who gain outstanding achievement. As well as catering for South Australian senior secondary students, SSABSA assesses the achievement of students in the Northern Territory and students attending centres in South-East Asia.

7. International Baccalaureate 1215 school worldwide offer the Diploma program 7 schools offer Primary years Program 26 schools offer the Middle years program 6 schools offer the diploma program www.ibo.org

8. Sth. Aust. IB Schools Pembroke School Glenunga International High School Mercedes College Prince Alfred College Woodcroft College St. Peter's College Approx 350 students in SA

9. IB Structure

10. Statistical Moderation These slides are from a talk given by Mark Drechsler SSABSA

11. Introduction Why Statistical Moderation? Relatively inexpensive Impartial Makes assessment consistent with statewide standards

12. The Statistical Moderation concept Uses examination marks to moderate both School Assessed and Predicted marks Maps distribution of School based marks on to the distribution of the External marks Retains ranking of School based marks after moderation

13. Assumptions Underlying assumptions Consistent tasks within moderation group Consistent marking/prediction within moderation group Consistent examination content Examination reflects statewide standards

14. Step 1: Input Information Schools send in School marks (School Assessment and Predicted Examination) marks External marks (written exam, conversation) are entered at SSABSA Moderation group information is collected

15. Step 2: Pairing data For each group in each subject, School and External marks for each candidate are paired Students who are absent for any External component are excluded from the process

17. Step 3: Anomalies For each school mark/external mark pair a measure of the relative distance between the points is calculated Students with ‘anomalously low’ examination marks removed from the process Students with ‘anomalously high’ exam marks are retained

19. Step 4: Ordering of remaining pairs The remaining pairs of school marks and external marks are put into ranked pairs

21. Step 5: Removal of ties More than one External mark may be assigned to candidates with the same School mark Such External marks are averaged for the School mark involved

23. Step 6: Fitting of the moderation line Using these ranked pairs, the moderation program fits a line using the LOWESS method This line is used to assign Moderated School marks to be used in the calculation of the raw score

25. Step 7: Anomalies and Absentees revisited Students with either missing or anomalous External marks are assigned moderated marks using the calculated moderation line

26. Misconception Number 1 “Removing poor performing students into a separate group will stop them dragging the rest of the class down” As long as School marks are consistent then moderation will not disadvantage other students.

27. Misconception Number 2 “Combining moderation groups with another school will disadvantage my students” Provided the assessment standards applied throughout the course are consistent between the two schools then the moderation process will treat all students fairly

28. Questions?

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