Assessment According to AusVELS

Assessment of Science Learning According to the Australian Curriculum in VictoriaAndrew Hill, Head of ScienceBrighton Secondary CollegeBrighton East, Victoria

CPL Australian Curriculum Conference Toorak College, Victoria, 23-24 July 2012Why did you choose this workshop?Purpose of this workshopTo evaluate some practical examples of assessment in scienceTo identify similarities between VELS and the Australian CurriculumTo discuss AusVELS assessment in school science programsGood Assessment PracticesAre based on an understanding of how students learnan integral component of course design ongoing rather than episodicvalid, reliable and consistentImprove student performance throughclarity of purpose, goals, standards and criteriaa variety of measuresfeedback and reflectionBalance in Assessment PracticesFormative assessments are implemented frequently and interactively include both formal and informal modesidentify learning needsinform teaching practicesSummative assessment and reporting shows what the student has achieved may compare progress with othersmay refer to a students past performanceA History of Science Curriculum & Assessment in Victoria1890sAutocratc CentrallyMandatedFrameworks1985 Curriculum Frameworks P-12:Science Framework CSF I1995 Curriculum & Standards Framework I Science Strand1970s School Centricthe systems of public instruction in New South Wales and Victoria are severely autocraticHill, Henry (1891). Education. The School Systems of Australia. Napier, pp.10-11 (Henry was a New Zealand inspector of schools who visited Australia in 1891).equality, diversity, devolution of authority and community participation [are] reflected In the framework within which the Interim Committee of the Schools Commission (and the Schools Commission since) sought to improve the overall quality of schooling in Australia. Bambach J. D. (1979)Curriculum Frameworks P-12 elaborates the contents of Ministerial Paper No. 6 and states that the Education Department is committed to school-based decision making about curriculum

The CSF aims to provide sufficient detail for schools and the community to be clear about the major elements of curriculumand the steps towards achieving them without dictating to schools and teachers how they are to exercise their responsibilities. (p.1)Describes what students should be able to know and do in eight key areas of learning at key intervals from the Preparatory year to Year 10.(p.1) whilst, content knowledge was specified in detail, schools continued to be free to interpret those specifications in their own wayVELSAustralian CurriculumOrganisationRationale and aimsSix overarching ideasCross-curriculum priorities

Guidance for assessment of learningContent descriptions (& elaborations)Science Achievement standardsGeneral capabilities & achievement standardsAnnotated work samplesAusVELSWhat is AusVELS?AusVELS is the Foundation to Year 10 Curriculum for Victorian government and Catholic schools for implementation from 2013.http://ausvels.vcaa.vic.edu.au/

AusVELS includes:outlines of essential learningthe Australian Curriculum F-10 for English, Mathematics, History and Science. a single, coherent and comprehensive set of common achievement standards

Australian Curriculum & VELSVictorian Government:Intends to implement AusVELS from 2013This is currently the subject of industrial action between the AEU and the Victorian GovernmentCatholic schools in Victoria:Plan to implement AusVELS as an F-10 Curriculum from 2013 Independent schools in Victoria:are not required to implement VELS, butmust implement the Australian Curriculum (http://www.independentschools.vic.edu.au/schools/curriculum/index.htm)

Five-point Rating ScaleLinks assessment to reporting by means of Progression Points in VELS

A similar system could be implemented in Victoria for AusVELS

The five point scale was specified by the by the Commonwealth Government as a condition of funding to schools.A-E RatingsThe ratings reflect a students achievement in his/her year level at the time of reporting.Rating DescriptorAwell above the standard expected Babove the standard expected Cat the standard expected & on trackDbelow the standard expected Ewell below the standard expectedA to E tensions in the Australian CurriculumA to E Ratings in VictoriaOne year aheadExpected achievementOne year behind18 months behindSix months aheadAlgorithm

Interpretation of Progress PointsMastery?

OR

On- balance?Hypothetical E to A DistributionAssumes a normal distributionAssumes a Year 10 cohort84% of students are shown with a C or higher

A skewed distribution (E to A)

Students that have demonstrated the standards required at the time of assessment> 84% of students awarded C or higherVELS Assessment at Brighton SCCivics and Citizenship?Mathematics (Numeracy)?English (Literacy)?ICT?VELS assessment in BSC ScienceDomainDimensionsDescriptionScienceScience Knowledge and UnderstandingScience at WorkContent knowledge and understanding as demonstrated through formal and informal assessmentsKnowledge and performance of scientific inquiryPersonal DevelopmentManaging Personal LearningCompletion of learning tasks, including homeworkMeeting deadlinesSelf-assessment and improvementInterpersonal DevelopmentTeam workCollaboration with othersCapacity to reflect on the performance of teams and make improvementsLeading others in scientific investigationsCommunicationPresentationExperimental reports written in the correct formatCorrect use of the relevant scientific language & termsMode and clarity of presentation in various formatsThinkingReasoning, processing and inquiryAbility to interpret and analyse informationProblem-solving abilityAbility to design, evaluate and improve experimental procedures and investigationsAbility to choose appropriate experimental instruments for particular applicationsAbility to identify further questions arising from an experimental investigationVELS Australian Curriculum General Capabilities in the ACLiteracyNumeracyInformation and communication technology (ICT) capabilityCritical and creative thinkingPersonal and social capabilityEthical behaviourIntercultural understanding.Transition to General CapabilitiesThe development of learning continua for the General Capabilities is still being undertaken by ACARA.

AusVELS will continue to use the current Physical, Personal and Social Learning and Interdisciplinary Learning strands until that work has been completed and a process of validation undertaken.

http://ausvels.vcaa.vic.edu.au/GeneralCapabilities Responsibility of teachersTeachers are expected to teach and assess general capabilities to the extent that they are incorporated within each learning area. State and territory school authorities will determine whether and how student learning of the general capabilities will be further assessed and reported.

ACARA (2012, Jan) General Capabilities in the Australian Curriculum

AusVELS Reasoning, Processing & InquiryAt Level 10, students discriminate in the way they use a variety of sources. They generate questions that explore perspectives. They process and synthesise complex information and complete activities focusing on problem solving and decision making which involve a wide range and complexity of variables and solutions. They employ appropriate methodologies for creating and verifying knowledge in different disciplines. They make informed decisions based on their analysis of various perspectives and, sometimes contradictory, information.VELS vs Australian CurriculumVictorian Essential Learning Standards at Brighton Secondary CollegeAustralian Curriculum(AusVELS)PresentationLiteracy Reasoning, Processing and InquiryNumeracy Managing Personal Learning ICTReasoning, Processing and InquiryThinking skillsWorking in TeamsTeamworkManaging Personal Learning Self managementScience at WorkScienceScience Knowledge and UnderstandingScienceAusVELS ImplementationStage 1: Implement English, Mathematics, Science and History within the current VELS structure (AusVELS)

Stage 2: Implement a revised VELS structure that reflects the full Australian Curriculum

VELS Presentation AssessmentIn 2013, VELS Presentation will become AusVELS Literacy within Science Assessment at Brighton Secondary CollegeAC Literacy Standards Year 10Composing texts (e.g. Prac reports)compose sustained learning area texts for a wide range of purposes incorporating and evaluating:researched information a range of complex language features to explore, interpret and analyse challenging and complex issues

Presentations (e.g. oral presentation)plan, research, rehearse and deliver presentations on learning area topics, combining visual and multimodal elements creatively to present opinions and to engage and persuade an audience

Design an Assessment RubricStudent Sample Video No. 1

Student Sample Video No. 2

Assessment ExamplesAC Standards - Year 10 By the end of Year 10, students analyse how the periodic table organises elements and use it to make predictions about the properties of elements. They explain how chemical reactions are used to produce particular products and how different factors influence the rate of reactions. They explain the concept of energy conservation and represent energy transfer and transformation within systems. They apply relationships between force, mass and acceleration to predict changes in the motion of objects. Students describe and analyse interactions and cycles within and between Earths spheres. They evaluate the evidence for scientific theories that explain the origin of the universe and the diversity of life on Earth. They explain the processes that underpin heredity and evolution. Students analyse how the models and theories they use have developed over time and discuss the factors that prompted their review.

Students develop questions and hypotheses and independently design and improve appropriate methods of investigation, including field work and laboratory experimentation. They explain how they have considered reliability, safety, fairness and ethical actions in their methods and identify where digital technologies can be used to enhance the quality of data. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. Students evaluate the validity and reliability of claims made in secondary sources with reference to currently held scientific views, the quality of the methodology and the evidence cited. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.

Contact detailsTel: (03) 9592-7488Email: hil@brightonsc.vic.edu.auWeb: http://www.brightonsc.vic.edu.au/

Miscellaneous ReferencesBambach, J. D. (1979) "Australia in the 1970's : A Fertile Context for Educational Experimentation and Innovation," Australian Journal of Teacher Education: Vol. 4: Iss. 1, Article 3. Available at: http://ro.ecu.edu.au/ajte/vol4/iss1/3 http://www.education.unimelb.edu.au/curriculumpoliciesproject/Reports/victoria.html

Principles and protocols for reporting on schooling in Australia, http://www.mceecdya.edu.au/verve/_resources/Principles_and_Protocols_2009.pdf