Assessing Student Learning: Using the standards, progression points and assessment maps Workshop 1: An overview FS1 Student Learning

OUR EDUCATIVE PURPOSE LEARNER What is powerful to learn? Victorian Essential Learning Standards What is powerful learning and what promotes it? Principles of Learning and Teaching How do we know it has been learnt? Assessment Advice Who do we report to? Students Teachers Parents Community System

Tuning in In your table groups complete the Venn diagram on the similarities and differences between Curriculum and Standards Framework II and the Victorian Essential Learning Standards.

CSF English Level 2 Reading 2.5(a) ENRE0201 Texts Read and respond to short texts with familiar ideas, information and vocabulary, predictable structures and frequent illustrations. This is evident when the student is able to: read and make relevant comment about meaning in texts with predictable structures, such as traditional tales read and recall the sequence of events or information from texts read independently and retell the sequence of events from narrative texts read and follow simple written instructions accurately.

VELS Standards Reading Level 2 At Level 2, students read independently and respond to short imaginative and informative texts with familiar ideas and information, predictable structures, and a small amount of unfamiliar vocabulary. They match sounds accurately to a range of letters, letter clusters and patterns, and work out the meaning of unfamiliar phrases and words in context. They locate directly stated information, retell ideas in sequence using vocabulary and phrases from the text, and interpret labelled diagrams. They predict plausible endings for stories and infer characters’ feelings. They self-correct when reading aloud and describe strategies used to gain meaning. They identify that texts are constructed by authors, and distinguish between texts that represent real and imaginary experience.

CSF Level 4 - Reading 4.5 ENRE0401 Texts Read and interpret a range of texts containing some unfamiliar ideas and information. This is evident when the student is able to: read literature, everyday and media texts and construct interpretive responses supported by evidence from the text locate and interpret information on an unfamiliar topic in a range of texts using different sources, including encyclopedias and other reference books, the Internet, CD-ROMs and databases discuss and interpret the way a local issue or newsworthy event is presented in magazines, newspapers or on television read and respond to literature or media texts, commenting on aspects such as dialogue, point of view, plot and setting.

VELS Standards Reading Level 4 At Level 4, students read, interpret and respond to a wide range of literary, everyday and media texts in print and in multimodal formats. They analyse these texts and support interpretations with evidence drawn from the text. They describe how texts are constructed for particular purposes and audiences, and identify how sociocultural values, attitudes and beliefs are presented in texts. They analyse information, imagery, characterisation, dialogue, point of view, plot and setting. They use strategies such as reading on, using contextual cues, and drawing on knowledge of text organisation when interpreting texts containing unfamiliar ideas and information.

English Level 6: Reading 6.5 ENRE0601 Texts Read a range of texts and use them to discuss different perspectives on complex themes and issues. This is evident when the student is able to: read a range of texts, including accessible adult novels and films, to discuss the complex attitudes, themes and issues underlying these texts read a variety of mass media and electronic texts on an issue, examining point of view and selection, omission and use of evidence, and attempt to evaluate some of the arguments respond to texts both personally and in detached and critical ways, recognising that there can be more than one valid point of view.

VELS Standards Reading Level 6 At Level 6, students read, view, analyse, critique, reflect on and discuss contemporary and classical imaginative texts that explore personal, social, cultural and political issues of significance to their own lives. They also read, view, analyse and discuss a wide range of informative and persuasive texts and identify the multiple purposes for which texts are created. They explain how texts are shaped by the time, place and cultural setting in which they are created. They compare and contrast the typical features of particular texts and synthesise information from different texts to draw conclusions.

Standards Building common understanding Progression Points

Standards The standards define what students should know and be able to do at different levels of schooling. They are, in effect, outcomes against which student achievement will be assessed and reported on and provide valuable information about student progress which can form the basis of further teaching and intervention. (Victorian Essential Learning Standards Overview page 8)

Standards provide a clear sequence of development a student should progress through in the three strands what students needs to know and be able to do to progress to the next level focus on what is essential standards have been developed at levels 1.0 through to 6.0 (English and Mathematics)

Progression points Progression points are descriptors that indicate what typical progress towards the standard may look like. They: assist teachers to make on-balance judgements about progress towards the standards for the purposes of reporting to parents range from 0.5 to 6.0 have one progression point at Level 1 have three progression points for Levels 2 to 6

Progression points They are not: standards a checklist a syllabus

Standards and progression points LevelProgression pointsStandard , 1.5, , 2.5, , 3.5, , 4.5, , 5.5,

Progression points have been written for each dimension of English and Mathematics feedback invited by the end of the year are located on the Blueprint website under Student Learning other domains and dimensions will be developed progressively

Assessment maps Assessment maps are designed to illustrate student progress or growth in the English and Mathematics domains of the Victorian Essential Learning Standards. They provide samples of student work typical of Levels 1– 6, annotated and linked to relevant aspects of the standards.

Assessment maps – uses as a reference for refining judgments about pieces of student work as a reference when making their on-balance judgments as a reference to develop their own collections of student work samples to communicate with students in conversation with parents as a basis for professional development.

Scores that can be assigned for reporting purposes to be entered into the new report card software.

Workshop 2 Making on-balance judgements using the standards, progression points and assessment maps making an on-balance judgement for reporting Building consistency among teachers developing common understandings among teachers

Assessment Professional Learning Modules Module 1: Connecting assessment with learning – linking policy, principles and practices Module 2: Assessment FOR learning – strategies to build into your classroom Module 3: Assessment AS learning – involving students in assessment and setting learning goals Module 4: Assessment OF learning – developing good summative assessment strategies for the classroom Module 5: Making consistent teacher judgements – effective moderation strategies