assessment seminar 2010 accounting and finance 2010/05037
TRANSCRIPT
Assessment seminar2010
Accounting and Finance
2010/05037
Seminar objectivesThat teachers:• understand the key WACE assessment and moderation
requirements• understand the WACE examination process• understand the key features of the WACE examination design
briefs• understand the difference in the style and difficulty of
questions in sample exams for stages 2 and 3• understand the marks adjustment process• understand the small group moderation procedures• understand the Council’s processes for comparability and
developing course standards• are aware of the range of Council resources for teachers
Key messages for 2010• The Curriculum Council acknowledges the
outstanding work of teachers in implementing the new courses.
• In 2010, all new courses will be taught in Year 12 and all but Workplace Learning will be examined.
• As courses are implemented, keep assessment in perspective:– ensure students get quality feedback that helps their
learning;– ensure assessments are of high quality - fair, free of
bias, differentiating.
• Final exams will 'mirror' the sample exams.
Key WACE assessment and moderation requirements
• current syllabus
• course unit outline
• assessment outline
• set of assessment tasks
• marking keys
• recording
• grading
Sample course unit outline
Sample assessment outline
Teaching program
Developm
ental continuum (D
C)
Unit Syllabus Defines the section of the DC that the unit covers
Unit Assessment Outline Outlines what will be assessed and when and how a teacher will gather evidence in relation to the assessment types
Task 1
Task 2
Task 3
Task 4
Marking key 1
Marking key 2
Marking key 3
Marking key 4
Marks book Contains the results of all assessments
100 80 60 40 20 0
A
C
D
E
B
The relationship between the elements
WACE examinations
• external exams for all courses• the first exams for this course will be
conducted this year• the Stage 2 and 3 papers are different• all full-time Year 12 students enrolled
in a pair of units at Stage 2 or 3 must sit the exam unless they seek exemption
Examination design briefs
Provide a ‘blueprint’ for the examining panel outlining:• time allowed• permissible items • structure of examination with:
• weighting of sections• nature of questions
• equipment and materials
Included in the revised syllabus
Looking at the two exam design briefs
Read the specifications for each design brief to determine the differences between the stages in terms of the following features:• sections (number, type, weighting, time allocation)• questions (number, type)• materials (special equipment permitted, stimulus)
How does the exam design brief affect your teaching and assessment of the course?
Final sample examination papers
• reflect the exam design brief for the stage• support teachers by providing indication of the
shape and pitch of the WACE examination• provided to schools• available from the Council’s online learning
and support extranet at:https://lms.curriculum.wa.edu.au
Looking at the final sample examinations for ACF
Familiarise yourself with the style and difficulty of the questions in the Stage 2 and Stage 3 final sample papers
The WACE examination paper
• will have the same intent and structure as the sample paper
• will be based on the exam design brief
• will include questions that provide a representative sampling of the content in the syllabus
Take a break
Moderation processes for comparability 2010
• consensus moderation meetings
• school moderation program
• small group moderation procedures
• statistical moderation of school marks
ComparabilitySource of non-comparability Processes to establish
comparability
• the WACE exam marks and school marks are on a different scale but a 50/50 combination of the marks is required
• the WACE exam marks in one year are on a different scale to those in a different year
• standardisation
• school marks in one school are on a different scale to those used in other schools
• consensus moderation
• statistical moderation
• students of different abilities study different courses • scaling (by TISC)
Raw WACE exam marks
Moderated school marks
Raw school marks
Standardised moderated
school marks
Standardised WACE exam
marks
Scaled scores
Combined marks
The marks adjustment process
WACE course scores
Curriculum Council processes
TISC process
Standardisation
Statistical moderation of school marks
matching school marks and exam marks
Statistical moderation of school marks
matching school marks and exam marks
The combined mark
• combined mark = (standardised moderated school mark + standardised exam mark) ÷ 2
The WACE course score
<insert Alan Honeyman diagram>
Course standards
•standards setting
•WACE course report
•standards packages
Standards setting
• conducted by a panel of examination markers
• establishes achievement bands
• develops band descriptions
• identifies sample responses to include in the standards package.
Standards package
• for each course at Stage 2 and 3
• provided to schools early in the next school year after the WACE examination
Small group moderation
• protects the interests of students in small groups
• compulsory for a school where a course/stage has small enrolments at a stage in Year 12
• take into consideration any students who will apply for exemption
A common scale
Aim: to get the marks from partner school onto a common scale (i.e. achieve comparability)
Done by:• sharing a common assessment outline or
using a significant number of common assessment tasks with common weightings
• and agreeing to marking practices that ensure comparability of teacher judgements
Result: comparability between partner schools
Council support for teachers
• the online learning and support extranethttps://lms.curriculum.wa.edu.au
• the assessment advice papers on the Council website
http://www.curriculum.wa.edu.au/internet/Policy/Assessment
• WACE Circulars
• e-Circulars
Accessing the extranet
Council contacts
• Moderation & StandardsIan Gaynor : [email protected]
• Curriculum & AssessmentsKerry Cribb: [email protected]
Maria Tsovleas: [email protected]
Thanks for attending