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Assessing Student Learning Workshop 2: Making on-balance judgements and building consistency. OUR EDUCATIVE PURPOSE. What is powerful to learn?. What is powerful learning and what promotes it?. Who do we report to?. LEARNER. Victorian Essential Learning Standards. Principles of
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What is powerful
What is powerful
what promotes it?
Who do we report to?
How do we know
it has been learnt?
The standards define what students should know and be able to do at six levels. They are, in effect, outcomes against which student achievement will be assessed and reported on and provide valuable information about student progress which can form the basis of further teaching and intervention. (Victorian Essential Learning Standards Overview page 8)
Are descriptors that indicate what typical progress towards the standard may look like
Assist teachers in making judgements about student progress towards a standard
Inform discussions about curriculum planning
Range from 0.5 to 6.0
With the exception of level 1, where there is one progression point, there are three progression points within each level
Support teachers in the assessment of student work by answering the questions
What does student work at this standard look like?
What are the typical features of the work of students progressing towards a standard?
Assist teachers to develop a common understanding of the standards and progression points
Illustration of typical features of achievement
Progress towards meeting
Throughout the semester, teachers assess student progress through tasks and activities focusing on relevant aspects of the standards and progression points.
Towards the end of the semester, teachers consider a variety of evidence drawn from a range of assessment activities and, with the support of assessment maps, make an on-balance judgement of progress against the standards and progression points.
The process should be:
The key question is:
‘Which standard or progression point descriptor does this evidence best match?
Place the standard statements for one of the English dimensions in order from Level 1 to Level 6
What helped and what hindered you?
What key aspects of progression stand out?
Using the student work samples, make an on balance judgement of achievement using the standards, progression points and assessment maps provided.
“Sharing, reflection and collaborative assessment processes, using the sample material as needed, will enable teachers to develop common understanding of the standards and to make valid judgements about student performance that are consistent within their own classes, with their colleagues in their own school, and around the state.”
Victorian Essential Learning Standards Overview, Page 16
at evidence of student learning
to colleagues judgements
on own judgement of student learning
Mutual trust and open communication for participants to feel safe
An agreed and respectful process
A clear understanding of what the students were asked to do, and the context and conditions in which the activity was completed
A focus on evidence to confirm ‘best match’ rather than ‘perfect fit’Moderation
5. If agreement isn’t reached through discussion, look at other evidence e.g.
What action can we take to build consistency of judgement between teachers within our school and/or across our schools?
Provides an overview of the standards, progression points and assessment maps
Module 1:Connecting assessment with learning – linking policy, principles and practices
Module 2:Assessment FOR learning – strategies to build into your classroom
Module 3:Assessment AS learning – involving students in assessment and setting learning goals
Module 4:Assessment OF learning – developing good summative assessment strategies for the classroom
Module 5:Making consistent teacher judgements – effective moderation strategies