Consistency of Teacher Judgement

Creative Arts 7-10

What is Consistency?

Consistency in relation to assessment occurs when teachers are able to make judgements about student learning that are not dependent on the individual teacher, student, location or time and are based on a shared understanding of syllabus standards of learning.

Consistency and ComparabilityThere are two important concepts underpinning the use of teacher judgement as a source ofevidence of student achievement: Consistency- judgements that accord with: -Those previously made for individual students -Those made for all other students in a range of contexts Comparability – judgements that accord with those

made by other teachers for individuals or groups of students

Both of these concepts are important in providing reliableand valid evidence of student achievement usingjudgements.

Consistency in making assessment judgements needs todevelop: Across assessment tasks Across teachers of different classes Across key learning areas (such as Creative Arts,

Mathematics, Science) Across time (within one key learning area over a period

of years) Across schools Establishing procedures and structures to provide

sufficient time on a regular basis for teacher discussion about teaching, learning and assessment is the key to enhancing consistency.

How is Consistency developed?

Faculty Planning (1)

Teachers of Creative Arts subjects work in diverse faculty situations. Examples include:

A creative arts faculty with teachers of a range of arts subjects

A visual arts faculty A performing arts faculty An English faculty (drama teachers) A PDHPE faculty (dance teachers) A “combination” faculty supervised by HT Admin or

other HT

Faculty Planning (2)Creative Arts teachers who work in a faculty with others

who teach the same subject can: collaboratively plan teaching programs which clearly

state the intended learning collaboratively develop common understandings of

assessment practices and/or tasks which reflect syllabus – based planning and teaching

collect samples of student work to guide judgements examine student work against the standard of the

syllabus within or across grades/faculties and schools to moderate their judgements

Faculty Planning (3) Creative Arts teachers who work in isolation in their

subject area within an arts faculty can: share teaching programs to ensure comparability in

teaching and assessment procedures collaboratively develop common understandings of

assessment practices collect samples of student work to guide judgements

and share these with colleagues to assess comparability

examine student work against the standard of the syllabus within or across grades/faculties and schools to moderate their judgements

Faculty Planning (4) Creative Arts teachers who work in isolation in

their subject area within a faculty can: collaboratively develop common understandings

of assessment practices collect samples of student work to guide

judgements and share these with colleagues to assess comparability

examine student work against the standard of the syllabus within or across grades/faculties and schools to moderate their judgements