Standards-based Assessing and Reporting. An explanation of grading student achievement in relation to standards for Stages 1 to 5 . Grading Student Achievement (1). What is expected? How will it work?. Grading Student Achievement (2). Teachers
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An explanation of grading student achievement in relation to standards for Stages 1 to 5
What is expected?
How will it work?
that students working at that standard typically show
The Assessment Resource Centre supports assessing and reporting student achievement relative to standards
Assessment activities and graded samples of work from real students are provided for each stage of learning
For each work sample the Grade Commentary explains why the work is considered to be representative of that standard.
Casey has shown a thorough understanding of volume, capacity and 3D space through labelled diagrams and numerical expressions. This knowledge has been demonstrated in visual form but Casey has not included a written explanation. The factors of 24 have been used to come up with other examples but these have not been drawn. Although Casey has not justified the reasoning, there is clear evidence of understanding. This work sample demonstrates characteristics of work typically produced by a student performing at grade B standard.
You become familiar with the standards by studying the
At any point, you can look at what your students have covered in the teaching/learning program and how well they have achieved.
This means that at any time you can:
Remember, in a standards-based system
extensive knowledge and understanding of the content; can readily apply this knowledge; has a very high level of competence in the processes and skills and can apply these to new situations
Between the two reporting periods the student will have learned new knowledge and skills of a more advanced nature. To receive a Grade C on the second occasion the student must have
a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills
in relation to this new and more challenging material.
The consistency of judgements about grades within and between schools comes from
A10, A9, B8, B7, C6, C5, D4, D3 or E2
that best represents the student’s achievement