Welcome to ‘Assessment of the Capabilities’ The webinar will start promptly at 3:45pm on 6 June 2019.

Victorian Curriculum: F-10 Capabilities Assessment: Using Indicative Progress examples Welcome

Objectives Build confidence in assessment by: Becoming familiar with VCAA Capabilities Indicative Progress examples Gaining an insight into how they were written Build capacity to develop their own to suit their student’s needs.

VCAA Indicative Progress examples What are they? Suggestions only Illustrative Stimulus for school level discussions What are they not designed for? Direct use in reporting Translation directly into mark books Start from, not end with. Your examples will be different. Suggestions: not compulsory Illustrative: may not cover the whole task Distinguish between reporting to parents and feedback to students Both the achievement standards and these indicative progress examples are high level observations. You could go on to develop plain language statements but would not be good practice to copy and paste these as written.

VCAA IP Examples: Broad features Context Curriculum Examples Examples are shown for student work between the standards – progression towards a particular standard Context plus curriculum plus Achievement standards = examples The colour scheme tracks… The curriculum taught was…. The assessment task was to….. The examples show in this case the characteristics of student work that would sit between Levels 2 and 4. Note that here the emphasis is on whether the student could identify the components of the argument, not what they said, which is marked separately. Another student might have identified the components but got them mixed up. They might also be approaching the standard. This topic was part of a unit linked to Health and PE on healthy lifestyles. (Next slide)

Example Two This unit linked two content descriptions – identifying cultural stereotyping as a challenge for living and working in a culturally diverse community but explore the concept first. Look at the context. In this class it was reasonable to set an expectation that students would address both groups. This is what they had been taught, what the unit covered. In the example…

Explicit teaching When assessing the Capability: Identity clearly what new learning is related to the Capability Make sure that you and the students can clearly identify what new learning is linked to the Capability Achievement Standards and what is linked to another learning area This is illustrated in our first example. The content of the argument on screen time might be assessed using Health and PE achievement standards at Levels 3 and 4: interpret health messages and discuss the influences on healthy and safe choices.

How were these written? Health and PE Critical and creative thinking Health and PE Relevant Achievement Standard extracts What will students: Specifically learn? Specifically do? Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view (VCCCTR013) Identify and practise strategies to promote health, safety and wellbeing (VCHPEP091) interpret health messages and discuss the influences on healthy and safe choices. Students describe and structure arguments with clearly identified aims, premises and conclusions. Learning includes Government standards on screen time (Health and PE) The structure of arguments (Critical and Creative Thinking) They do: Construct an argument in response to proposal that screen time be reduced to 30 minutes a day. Note that other content from reasoning could have been selected but this school made this choice. The teacher planned the unit’s assessment first, and thought about what was required to progress student learning and how learning might develop and designed learning activities accordingly, including practising identifying the components of arguments before they did the assessment task. They and the students clearly knew what was CCT and what was Health and PE and what was expected.

Focus on what is taught For example from Intercultural Capability: Identify the challenges and benefits of living and working in a culturally diverse society One challenge chosen was cultural stereotyping Express assessment in terms of cultural stereotyping

Example rubric (extract) From the cultural practices strand Note the use of terms like cultural stereotypes, and multiple stories in 3.3 This is what the students were taught – they look at a TED Talks and the teacher guided them towards robust definitions of concepts such as cultural stereotyping. 3.3 correlates with the standard and 3.2 and 3.1 are fine grained learning progressions towards this, falling between 5-6 to 7-8. The teacher has unpacked how they expect learning to progress towards the standard.

Work sample This work provides evidence that the student learnt about cultural stereotyping and the single story as a challenge

Moderation of student work In setting criteria for assessment, draw on: past experience of how learning develops Pre-assessment content knowledge Achievement standards at Levels below and above as well Do individual assessment before collaboration

Moderation Compare the characteristics of student work against agreed criteria linked to the achievement standards

Summing up – step by step Backwards design for units of work Identify how to express the achievement standards in terms of what is taught Identify expected features of work that is progressing towards a standard Develop assessment rubrics or other marking schemes Compare completed student work to establish features of the work that make it at or approaching a standard

Resources: VCAA website

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Contact details Monica Bini, Capabilities Curriculum Manager Bini.monica.m@edumail.vic.gov.au

Curriculum support For advice regarding the F-10 curriculum, contact VCAA F-10 Unit: E. vcaa.f10.curriculum@edumail.vic.gov.au T. 9032 1788