linda wyse & associates (lwa) is a contracted supplier of assessment validation services, moderation...

Linda Wyse & Associates (LWA) is a contracted supplier of assessment validation services, moderation workshops and professional development services under the Language, Literacy and Numeracy Program funded by DIISRTE. LWA1

9.00 9.30Registration, on arrival tea and coffee 9.30 9.35Welcome, introductions, overview of the day 9.35 11.00 SESSION 1 Moderation: WRITING 11.00 11.20Morning tea 11.20 12.20 12.20 12.45 SESSION 2 Use of digital technologies in the LLNP Moderation: NUMERACY 12.45 1.30Lunch 1.30 2.30 SESSION 3 Moderation: NUMERACY 2.30 2.45Afternoon tea 2.45 3.45 SESSION 4 Introduction to the new ACSF Pre Level 1: ACTIVITY LEARNING ACTIVITY 3.45 4.00Wrap up and evaluation forms AGENDA LWA2

TODAY WE ARE MODERATING, NOT VERIFYING Tasks and client responses stand alone for moderation purposes Consistency in the interpretation and application of the ACSF Build on professional knowledge Support teaching and assessment practices LWA3

SESSION 1 Moderation Activities: WRITING LWA4

Session 1: Writing Tasks 1 - 11 Use the tasks to decide: Is the allocated ACSF core skill and level correct? Is the task sufficient to support the indicator? Does the client response demonstrate the indicator? Would you adapt this task to use in your own context? How? LWA5

Task 1: Tuckshop volunteer form and staffing roster (Evidence 1) Task and sample: Full alignment 1.05 Evidence 1 Good assessor notes on coversheet pertaining to students demonstrated performance and appropriately aligned to ACSF focus areas and level 1 performance features. Task is a good springboard to volunteering within the community and for work experience. Task is based on realia, highly relevant to the student, springs from a unit of work and requires student to complete a range of text types. The bottom portion of the volunteer information form contains some high level grammar and terminology which requires reading abilities beyond ACSF level 1. LWA6

Task 1: Join a walking group (Evidence 2) Task and sample: Full alignment 1.05 Evidence 2 Good assessor notes on coversheet pertaining to students demonstrated performance and appropriately aligned to ACSF focus areas and level 1 performance features. Task is an authentic task and provides the student the opportunity to participate in the community. The task requires the student to complete two different text types; both are appropriate ACSF level 1 tasks. The Heart Foundation Join a Walking Group Today sheet contains some high level grammar and terminology which requires reading abilities beyond ACSF level 1. Modelling done prior to task not clearly specified. LWA7

Task 2: Fill in a form (Evidence 1) Task and sample: Full alignment 1.05 Evidence 1 Assessor notes concerning the students writing gains support an ACSF level 1 indicator outcome, however the comment concerning legibility supports indicator 1.06. Indicator 1.05 performance features not noted on coversheet or assessment task. Task aligns to 1.05 and student performance demonstrated 1.05. LWA8

Task 2: Write about anyone in your family (Evidence 2) Task and sample: Full alignment 1.05 Evidence 2 Good assessor notes providing context of classroom learning, students learning process and writing process used both in the classroom and by the student. Assessor notes touch on various performance features at ACSF level 1 but do not differentiate between the two indicators e.g. vocabulary, spelling, grammatically sound sentences, punctuation. Task is appropriate ACSF level 1 task which is highly familiar and appropriately scaffolded with previous classroom activities. The family tree provides a good example of an individualised, creative approach to the writing process and could be used as evidence for learning. LWA9

Task 3: Write a text (Evidence 1) Task: Not aligned 1.06 Sample: Not aligned 1.06 Evidence 1 Assessor notes on the coversheet give classroom context for the task. The Summary / analysis of how the client performance meets ACSF criteria is identical for each piece of evidence; these assessor comments pertain to the students performance in general and do not pertain to the students performance demonstrated when completing each task. Assessor notes need to reference specific examples from the task. Task prompts need to reflect the verb tense that is required. It is unclear which corrections are by the student and which corrections are by the teacher. Due to time taken by the student in completing the task, exit competency not demonstrated. LWA10

Task 3: Write an absence note (Evidence 2) Task and sample: Not aligned 1.06 Evidence 2 Writes a note of explanation, e.g. explains own absence in a note to teacher is an ACSF level 2 sample activity; models too complex with some ACSF level 2 performance features. Task is dated and therefore not an appropriate model. The Summary / analysis of how the client performance meets ACSF criteria is identical for each piece of evidence; these assessor comments pertain to the students performance in general and do not pertain to the students performance demonstrated when completing each task. Assessor notes do not state how the student demonstrated indicator 1.06 as claimed. LWA11

Task 4: Mobile phone task Task and sample: Full alignment 2.05 Assessment task coversheet concisely supports the outcome claimed. Assessor notes supplement the ticks given for the performance features by providing detail which links to the task and the students performance. Task is very appropriate and familiar as it is based on students own phone. Drafting process is well detailed on task. This is a good example of teacher prompted / student response drafting at ACSF level 2. A good task for engaging youth. LWA12

Task 5: A thank you card Task and sample: Full alignment 2.05 Detailed assessor notes on the coversheet give context for the task and provide support for the performance features of indicator 2.05. An authentic task which integrated the core skills of writing and oral communication. Nicely scaffolded with the plan/draft. It is unclear which corrections are made by the teacher and which corrections are made by the student. Could be used effectively in a multilevel classroom. LWA13

Task 6: My trip to Bendigo (Evidence 1) Task and sample: Full alignment 2.06 Evidence 1 Assessor notes on the coversheet clearly link the student's demonstrated performance to the performance features of the indicator. This is a good follow-on task to an excursion. The task is clearly structured to support the writing and provides the appropriate level of support for ACSF level 2. Writing checklist and assessor notes are good support and prompt student driven corrections. The writing process is clearly demonstrated and the editing is well documented; this is a good example of teacher prompted / student response drafting for ACSF level 2. LWA14

Task 6: List of things to do (Evidence 2) Task and sample: Full alignment 2.06 Evidence 2 Assessor notes on the coversheet clearly link the student's demonstrated performance to the performance features of the indicator. The student response clearly demonstrates ACSF level 2.06 writing performance features. LWA15

Task 7: My views on music (Evidence 1) Task: Unable to be moderated. Sample: Full alignment 2.06 Evidence 1 This task is relevant and familiar for this student and draws on his own knowledge and experience. On the Assessment Task Coversheet, the assessor clearly links the students demonstrated performance from both pieces of evidence to the performance features noted in the focus areas at ACSF level 2; this is an effective example of presenting the task comments collectively. It is unclear which portions of the editing were teacher led and which portions where student led. The task is not included and no detail is given on the Assessment Task Coversheet. The student response is fully aligned but the task cannot be moderated. A good task for engaging youth. LWA16

Task 7: Song and comment (Evidence 2) Task: Unable to be moderated. Sample: Full alignment 2.06 Evidence 2 The task is not included and no detail is given on the Assessment Task Coversheet. The student response is fully aligned but the tasks cannot be moderated. A good task for engaging youth. It is necessary to ensure the student does not plagiarise portions of their text from the internet. The song used in this task was not written by the student and therefore cannot be used as evidence of the students writing abilities. We do not know what the actual task was, i.e. write a song or choose a song to write about. LWA17

Task 8: PTA Task: Write about how you feel about Australia Task: Full alignment 3.05 Sample: Not aligned 3.05; Full Alignment: 2.06 3.05 Assessor notes general. Ideas are not well developed or supported e.g. a very good country for motherhood and childhood. Ideas are not interrelated; there is no transition from one idea to the next. Client response does not support indicator description; assessor notes sometimes meaning unclear. 2.06 Assessor notes general, sometimes contradictory. LWA18

Task 9: Letter of complaint (Evidence 1) Task Full alignment 3.05. Sample not aligned Evidence 1 The assessor comments on the assessment task coversheet generally link the students response to the performance features of the indicator. The four steps referred to in the Plan, draft, proof and review section on the assessment task coversheet are not detailed by the assessor on the coversheet or on the task; nor is there evidence of these four steps. It is unclear what editing was student conducted. Plan, proof, draft, review features need to be demonstrated by the student not the teacher/assessor. The instruction for the underlined sections of the draft with the prompt (reword) is vague, the rewrite needs additional editing as the final copy is not yet publishable. There is a problem with the sequencing of the writing and events; therefore 3.05 not demonstrated. Though the letter is formatted formally, the body of the writing is informal. LWA19

Task 9: Job application & resume (Evidence 2) Task: Full alignment 3.05. Sample not aligned Evidence 2 The job application is an authentic task. What are your career aspirations? is left blank which suggests teaching/consolidation needed. Mistakes made in Workplace Health & Safety section make it difficult to interpret; consolidation may be needed. Attached resume does not meet ACSF level 3 performance features e.g. does not demonstrate awareness of register, detailed information not conveyed for audience, resume format incomplete. LWA20

Task 10: Letter of complaint (Evidence 1) Task and sample: Full alignment 3.05 Evidence 1 Assessor comments on assessment task coversheet link the students response to performance features of each focus area to support indicator claimed. Writing process and some use of correction code evident (inclusion of correction code would be helpful when moderating). Unfortunately yellow highlighting of formal language not visible on copy. Errors in final copy but does not prevent level 3 demonstration. LWA21

Task 10: Advantages and disadvantages of mobile phones (Evidence 2) Task and sample: Full alignment 3.05 Evidence 2 Assessor comments on assessment task coversheet link the students response to performance features of each focus area to support indicator claimed. Writing process and some use of correction code evident (inclusion of correction code would be helpful when moderating). Good planning sheet giving appropriate prompts for the level. Unfortunately pink and orange highlighting of academic register not visible on copy. LWA22

Task 11: Essay: Global warming, cause and effect. Task and sample: Full alignment 4.05 Assessor notes on coversheet link the students demonstrated response to the performance features of the indicator. The writing process is clearly evident with electronic tracking system used for correction. It is necessary to ensure the student does not plagiarise portions of their writing from the internet and uses referencing correctly. Some lines of this text are taken from sources not noted by the student but bulk of the draft appears to be generated by the student. Referencing/citing within the text is not standard or consistent. LWA23

Session 2 Use of digital technologies in the LLNP LWA24

Suzanne Smythe speaks about incorporating digital technologies in Adult Basic Education Suzanne Smythe, Lecturer in Literacy and Adult Education at the Faculty of Education at Simon Fraser University, speaks about her report, Incorporating Digital Technologies in Adult Basic Education:Concepts, Practices and Recommendations. Exploring how digital technology is changing what it means to be literate in todays world, Suzanne looks closely at the impact digital technology has on teaching and learning in Adult Basic Education (ABE) programs. In this podcast recorded on Skype, Suzanne discusses her research about the use of digital technologies in various adult education programs and elaborates on some of the five Vignettes in the report that put literacy practitioners centre stage. LWA25

Session 2 Moderation Activities: NUMERACY LWA26

Session 2: Numeracy Task 5 Use the task to decide: Is the allocated ACSF core skill and level correct? Is the task sufficient to support the indicator? Would you adapt this task to use in your own context? How? LWA27

Task 5: Make that crazy paper thing Task only. Full alignment 2.09, 2.10, 2.11 Task uses a range of authentic texts e.g. written instructions with pictures, YouTube clip. Task is well supported with different mediums of delivery: writing, pictures, video. Innovative way to have student demonstrate competency. Task can be integrated with the core skills of learning and reading (ACSF level 3). Task would need to be modified to ensure evidence of the students oral and written mathematical abilities is captured. Good task for engaging learners in mathematical concepts and numeracy. LWA28

Session 3 Moderation Activities: NUMERACY LWA29

Session 3: Numeracy Tasks 1, 2, 3, 4, 6, 7, 8 Use the tasks to decide: Is the allocated ACSF core skill and level correct? Is the task sufficient to support the indicator? Does the client response demonstrate the indicator? Would you adapt this task to use in your own context? How? LWA30

Task 1: Tuckshop menu and lunch order bag Task and sample: Full alignment 1.09 Good detail on the assessment task coversheet giving context of task and alignment to performance features of the indicator. Nice explanation of the supplementary evidence included. Authentic task which is highly relevant to the student and designed to quickly integrate the student into participating in the community and gain work experience. Relevant portions of the task clearly noted by the assessor by linking the questions to the indicator. Task could be integrated with other core skills. LWA31

Task 2: Shopping catalogue (Evidence 1) Task and sample: Not aligned 1.09 Evidence 1 Use of an authentic text for the task. Coversheet notes not reflected in task or sample e.g. no evidence of locating items of specific colors or common shapes. Evidence submitted seems incomplete. Task not included; it is not clear what the student is demonstrating in questions 5 8. The evidence as presented does not show the student demonstrating a range of performance features but repeating the same skill again and again. Time taken appears to be excessive. LWA32

Task 2: Timetable and class photo (Evidence 2) Task: Not aligned 1.09. Sample: Full alignment 1.09 Evidence 2 Task is workbook, not using authentic text. Question the relevance of this task for adult learners. First two answers are wrong on the timetable task but marked correct. Question 5 in The Students (A) worksheet is not aligned to ACSF level 1. Good task if actual class timetable and class photo used. LWA33

Task 3: Money and train timetable Task and sample: Full alignment 1.11 For verification purposes, use LLNP ACSF Coversheet. Good detail given on the assessment task coversheet: prior classroom teaching, conditions of the assessment and clear examples linking the students demonstrated performance to the performance features of the indicator. The task is created around authentic texts and materials relevant to the students participation in the community. The task requires the student to demonstrate a range of performance features of the indicator. LWA34

Task 4: Chicko pay slip Task only. Full alignment 2.09, 2.10, 2.11 Task is created around the replication of an authentic text. This task helps prepare the student for the workplace. The student is required to demonstrate a range of performance features when completing the task. The task integrates the three numeracy indicators well. LWA35

Task 6: Pie graph water usage (Evidence 1) Bar graph aging population (Evidence 2) Task and sample: Full alignment 2.11 Evidence 1 and 2 The assessment task coversheet gives detail on the conditions of the assessment and links the students demonstration to the focus areas of the indicator. The task is based on an authentic text which aligns to ACSF level 2 numeracy. The student is required to demonstrate mathematical writing and speaking when completing the task. For verification purposes, the 2 tasks assess the same mathematical knowledge and skills: data and statistics. The student is not required to demonstrate a range of performance features e.g. number and calculations, shape and space, measurement, location and directions, formulae and algebra. LWA36

Task 7: Petrol prices Task only. Not aligned 3.09, 3.10, 3.11 Task is based on authentic text and includes instructions to get most recent prices keeping it current. This task straddles ACSF level 2 and 3; task must be modified for unambiguous demonstration of level 3. Questions do not require a number of steps to meet task complexity requirements at ACSF level 3. LWA37

Task 8: Classification and pay scale: Childrens Services Task only. Full alignment: 3.09 Not aligned: 4.09 Task based on authentic materials. Good preparation for engagement in the workplace. Assessment task coversheet detailing learning context in which task was used would be helpful. Question 6 can be calculated differently than shown on answer key. Meal allowance and travel expenses not included in task. Task submitted seems incomplete. Question 8 does not stipulate if lunch is included in the 11 hour day. Questions 8, 9 and 10 align to ACSF level 3. Question 11 aligns to ACSF level 4. LWA38

Session 4 The new ACSF Whats stayed the same? Whats different? Pre level 1 activities Activity: Learning LWA39

Whats stayed the same? LWA

5 core skills Oral Communication Learning Reading Writing Numeracy 24 LWA41

Guiding principles Core skills: Discrete but interrelationships critical Contextualised Performance influenced at any time by interplay of a number of variables Development is life long LWA42

5 levels of performance 12345 Learning Reading Writing Low High Oral Communication Numeracy LWA43

Whats different? Changes to: Performance Variables Grid (PVG) Learning, Reading, Numeracy indicators and performance features details Introduction of: Domains of communication & text types Pre level 1 supplement 41 LWA

Clarification of support ACSF 2008REVISED ACSF 2012 1Full support Works alongside expert/mentor Prompting & modelling provided Works alongside expert/mentor where prompting & advice can be provided 2High level support May work with expert/mentor modelling available & accessible if requested May work with expert/mentor where support is available if requested 3Moderate support Advice & modelling available Works independently & uses own familiar support resources 4 Minimal support as requested. Establishing own support resources Works independently & initiates and uses support from a range of established resources 5Little or no support. Initiates support from own resources Autonomous learner who accesses & evaluates support from a broad range of sources 42 LWA

Support Many forms, diverse sources Nature & degree changes as learner develops skills and confidence Even those at higher ACSF levels may need support when taking on new, challenging tasks LWA46

Support and assessment Individuals ACSF level is an exit level i.e. able to demonstrate what is required in each Indicator at that level Assumes a person demonstrates performance within support levels described where context, text / task complexity are appropriate for the level. If further support still required, take this into account when benchmarking performance LWA47

ACSF Indicators of performance Learning.01 AWARENESS OF SELF AS A LEARNER, PLANNING & MANAGEMENT OF LEARNING.02 THE acquisition & application of practical strategies that facilitate learning Reading.03 Audience, purpose and meaning-making.04 Text structure and features, grammatical expression of ideas, word- identification strategies and vocabulary READING STRATEGIES Writing.05 Audience, purpose and meaning-making strategies.06 Vocabulary, grammatical structure and the conventions of writing THE MECHANICS OF WRITING Oral Communication.07 Speaking.08 Listening Numeracy.09 Identification of mathematical INFORMATION & meaning in activities and texts.10 Problem-solving and mathematical processes used USING & APPLYING MATHS KNOWLEDGE & PROBLEM SOLVING PROCESSES.11 The way informal and formal language, symbolic and diagrammatic representations, and conventions of mathematics are used to communicate COMMUNICATING & REPRESENTING MATHEMATICS 48 LWA

45 3 Domains of Communication Personal & community Workplace & employment Education & training LWA

46 Procedural Persuasive Informative Creative Technical Regulatory Descriptive Examples of some text types likely to be found in each Domain of Communication (Refer pg 9) Domains and text types LWA

Pre level 1 supplement Recognises importance of preparatory phase Aims to describe critical areas of learner progress using PFs, illustrated by Sample Activities No Indicators PFs described against each core skill but not organised in Focus Areas due to limited scope 47 LWA

Pre Level 1: Writing sample activities Is the sample activity Pre Level 1 or Level 1? LWA52

49. LEARNING 01 Indicator: Awareness of self as learner, planning & management of learning.01 ACSF 2008.01 ACSF 2012 Self awareness Dispositions Learner identity Goal setting Designing & negotiating learning pathway Goals & pathways Constructing knowledge Metacognition Planning & organising LWA

LEARNING.02 Indicator: Application of practical strategies that facilitate learning.02 ACSF 2008.02 ACSF 2012 Strategies for designing, managing & monitoring learning Transferring prior knowledge & skillsUsing prior knowledge & scaffolding Finding, managing & evaluating learning resources, Locating, evaluating & organising information Selection & application of cognitive strategies to assist learning Social constructionLearning with and from others LWA54

Activity: Learning tasks Look at each of the tasks. 1. Which indicator(s) do they best reflect? 1.01. 1.02 or 2.01, 2.02 2. Which focus areas do they show? 3.How could they be modified to reflect more ACSF levels / Performance Features? LWA55

Task 1: When, where, why, howdo you use Not aligned: 1.01 Task as is does not provide sufficient evidence Has the potential to meet the Goals and pathways focus area at level 1 but task needs to be broadened, e.g. learning objectives, learning plan and barriers LWA56

Task 2: How do you like to learn? Full alignment: 1.01, 1.02 1.01 Identifies some preferred approaches to learning, e.g. alone, with a group or on a computer. Engages in learning activities where scaffolding reduces the need for risk taking. 1.02 Uses simple strategies to organise and help remember information, e.g. builds word bank Practices skills in familiar contexts, e.g. uses English with a neighbour or observes a workmate Takes some steps to identify appropriate support, e.g. seeks assistance from a trusted person Page 2, questions 2 and 5 move the task into 2.02 LWA57

Task 3a: Think about your skills Full alignment: 2.01 Identifies some strengths and weaknesses as a learner Identifies and clarifies a goal and associated learning needs LWA58

Task 3b: Learning diary Full alignment: 2.01, 2.02 2.01 Takes responsibility for some aspects of learning in familiar contexts Takes limited risks within a supportive environment Demonstrates some persistence in own approach to learning Attempts new tasks/activities with an explicit purpose containing limited number of steps 2.02 Uses simple strategies to clarify and remember main points or reinforce elements of a skills, e.g. copying, underlining, reciting or practising a set procedure Other performance features of 2.01 and 2.02 may apply depending on student response. LWA59

Task 4: My Learning Plan Full alignment: 2.01 Identifies some strengths and weaknesses as a learner Identifies and clarifies a goal and associated learning needs Selects from some relevant learning pathways Develops a simple plan to achieve goals with short term objectives Identifies potential barriers to learning and suggests some possible solutions Other performance features may apply depending on student response. LWA60

PLEASE FILL IN YOUR EVALUATION FORM Contact us: T: 03 9429 7551 F: 03 9429 7221 www.lwa.au.com LLNP admin: [email protected] Office manager: [email protected] Email: Kath: [email protected] Linda: [email protected] Youle: [email protected] Mary: [email protected] Chris: [email protected] Dina: [email protected] Fiona: [email protected] LWA61

linda wyse & associates (lwa) is a contracted supplier of assessment validation services, moderation...

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