2011/10666 Assessment seminar 2011 ENGLISH John Watson

2011/ WACOT professional learning requirements today’s seminar can contribute – documentation required - keep your Reflective Journal as evidence.

2011/10666 Key messages 2011 The end of 2010 effectively saw the completion of the senior school changes The Curriculum Council acknowledges the significant amount of work done by teachers to implement and assess their new courses In the main the WACE exams accurately and fairly assessed students’ achievements at Stage 2 or 3 The approach now taken ensures that the Council can provide quality feedback to schools in all courses through the statistical and examination feedback reports and the Standards Guides We hope to have at least five years before the national curriculum is implemented in Years 11 and 12 – decisions about this have not been made yet

2011/10666 Seminar objectives That teachers: understand the function and structure of the Standards Guides are aware of the possible uses of the information provided in the Standards Guides know how the Council’s moderation processes will be implemented for this course in 2011 understand how school marks and WACE examination marks are adjusted are aware of the 2010 state wide achievement and examination data for this course are aware of the range of student achievement data made available to schools by the Council are confident in the ability to analyse the student achievement data provided in SIRS reports STS022, STS028 and STS036 are aware of the item analysis data provided in SIRS reports MF01 are aware of and have the ability to access the range of assessment support materials available to teachers on the Council’s extranet

2011/10666 Examinations and standards 2010 was: the fourth year this course has been examined the second time the standards setting process had been completed

2011/10666 WACE Course report

2011/10666 Page 72 in WACE manual

2011/10666 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

2011/10666 The standards setting process This is used to: set achievement band cut-offs which allow adjustment of the combined mark distribution to create the WACE course scores develop the achievement band descriptions to summarise what students demonstrated in the written examination

2011/10666 The WACE course score

2011/10666 Stage 3: Excellent Band Description Excellent achievement ( ) Responds comprehensively using a variety of texts; shows an excellent grasp of syllabus concepts. Demonstrates excellent command of writing conventions, including complex sentence structures, paragraphing, grammar and spelling. Uses sophisticated language to influence audiences. Sustains a lively personal voice to engage, entertain and communicate. Analyses codes and conventions to produce detailed, justified interpretations and texts.

2011/10666 Stage 3: Satisfactory Band Description Satisfactory achievement ( ) Refers to texts to apply syllabus concepts. Generally displays control over sentence structure, paragraphing, grammar and spelling. Generally uses appropriate vocabulary, language conventions and writing forms. Inconsistently or ineffectively uses personal voice. Generally employs codes and conventions to analyse and produce texts.

2011/10666 The Standards Guides produced following the completion of the standards setting process separate guides for Stage 2 and Stage 3

2011/10666 To provide: the examination questions, marks and marking keys selected candidate responses and marker annotations question statistics examiners’ comments Main function of the Standards Guide

2011/10666 Component 1: The examination questions, marks and marking keys Question 2 (30 marks) Every aspect of a visual text is constructed to have an effect on its intended audience. Discuss this statement with reference to at least one of the images provided and at least one visual text you have studied. Marking key Description  This question requires meaningful consideration of the relationship between the purpose of a text and the way it is produced in response to a target audience. Good answers will show some consideration of the form of the text (campaign poster, movie poster, film still image, photograph, magazine cover) and how this affects the text’s content and construction. The ideas directed at a text’s audience may range from efforts to ‘sell’ a ‘product’ (such as trying to convince people to see a movie, or give money to a charity), to more subtle communications of social expectations and norms, such as those to do with the distribution of power in terms of gender, race, class and sexuality.  Responses may engage with the part of the question that stipulates that ‘every aspect’ of a visual text is constructed to have certain effects, commenting on the conscious and meticulous construction of texts that appear in print and visual media. Alternatively, they may disagree with the statement and attempt to argue that not all texts consist of this degree of artifice and may feature aspects that are ‘natural’ or incidental. It would be helpful to refer to specific details and conventions of texts such as those listed for Question 1.

2011/10666 Component 2: Selected candidate responses and marker annotations Excellent response 29/30 marks Engaging and original opening establishes a strong sense of personal voice and brief response to the question. Texts to be referred to are clearly acknowledged.

2011/10666 Component 3: Question statistics Section Three: Viewing 30 marks Note: Raw section total marks = 30 Weighted section total marks = Weighted Section Statistics Statistics ID = 23 Number of attempts = 8434 Highest mark achieved = Lowest mark achieved = 0.00 Mean = Standard deviation = 5.19 Correlation between section and exam total = 0.81

2011/10666 Component 3: Question statistics Question statistics Statistics ID = 10 Number of attempts = 7594 Highest mark achieved = Lowest mark achieved = 0.00 Mean = Standard deviation = 4.63 Question difficulty = Moderate Correlation between question part and section = 1.00

2011/10666 Component 4: Examiners’ comments Examiners’ comments Section Three: Viewing Whilst most candidates used a formal essay style for their answer, a few did not allow themselves to be impeded by any attempt to structure their responses effectively and there were also too many who again wrote in an overly casual style. One marker noted: ‘…a lot of students discussed both texts in the same paragraphs or alternated, i.e. one paragraph on the static image, then one on the studied text, repeated a few times. This often…… Examiners’ comments Question 2 Whilst most candidates obviously thought that this was an accessible and straightforward question, a disappointing number of them failed to discuss or define the intended audience and the effect of the construction. Only a few challenged the word ‘every’ even where they were discussing Images 3 or 5. However, many did write detailed…

2011/10666 Self reflection 1 Investigating the information in the Standards Guide Stage 3 – Section stats p75; Qu 2 page 91 Stage 2 – Section stats p75; Qu 2a page 90

2011/10666 Self reflection 2 Information in the Standards Guides can be used by: teachers and their students the examining panel the Curriculum Council

2011/10666 Moderation processes 2011 statistical moderation of school marks consensus moderation, stage 3 July 25 school moderation program small group moderation

2011/10666 Take a break

2011/10666 State examination statistics 2010 English Stage 3meanstandard deviation Raw exam mark Standardised exam mark Difference Stage 2meanstandard deviation Raw exam mark Standardised exam mark Difference

2011/10666 Grade distributions for English A (%)B (%)C (%)D (%)E (%)Total Stage 2A Stage 2B Stage 2C Stage 2D Totals Stage Stage 3A Stage 3B Totals Stage

2011/10666 Student achievement data – STS022

2011/

2011/10666 Reports – other reports – statistics STS - 022

2011/10666 Student achievement data – STS022

2011/10666

The WACE course score

2011/10666

Your school in blue

2011/10666 Self reflection 3: a case study 1.Describe what has happened to the school marks and exam marks. 2.Consider why marks adjustment is necessary across the statewide examination population. 3.Evaluate the relationship between the grade distribution and the achievement band distribution. 4.Evaluate the relationship between the rank order of the students based on their school marks and the rank order based on their exam marks. 5.Identify possible causes for the assessment issues you identify and strategies that could be implemented.

2011/10666 Self reflection 4 1.Describe what has happened to the school marks and exam marks. 2.Evaluate the relationship between the grade distribution and the achievement band distribution. 3.Evaluate the relationship between the rank order of the students based on their school marks and the rank order based on their exam marks. 4.If issues are apparent, identify possible causes and strategies to address these.

2011/10666 Detailed examination feedback formerly known as Maximising Feedback reports Provides an item analysis for your students Separate reports for written (MF01) and multiple choice

2011/10666

Council support for teachers sample teaching programs sample assessment tasks sample assessment programs sample exams annotated student work samples

2011/ Council support for teachers assessment support materials on the Council extranet. register with WACOT number and work address information in the WACE Manual 2011 and the WACE Circular each term (and more regularly in the eCircular) any questions to

2011/10666 ATAR Using Stage 2 and 3 in 2010

2011/10666 Scaled Score Statistics – English 2010

2011/ Contact details For clarification or further information about assessment or moderation processes contact: John Watson For syllabus clarifications and queries about teacher support materials contact: Gerard Morris

2011/10666 Seminar objectives That teachers: understand the function and structure of the Standards Guides are aware of the possible uses of the information provided in the Standards Guides know how the Council’s moderation processes will be implemented for this course in 2011 understand how school marks and WACE examination marks are adjusted are aware of the 2010 state wide achievement and examination data for this course are aware of the range of student achievement data made available to schools by the Council are confident in the ability to analyse the student achievement data provided in SIRS reports STS022, STS028 and STS036 are aware of the item analysis data provided in SIRS reports MF01/02/03 are aware of and have the ability to access the range of assessment support materials available to teachers on the Council’s extranet PLEASE COMPLETE THE SECOND PART OF THE EVALUATION SHEET

2011/10666 use your Reflective Journal this information will be available as an online learning module accessible Reflective Journal

2011/10666 If teachers at your school could not attend a face-to-face assessment seminar and wish to access one or both of these modules, please the following information to name school name the sector/system (AISWA, DoE or CEO) your school address your WACOT number. Online learning module

2011/10666 CEO Frank Italiano - Whole School Development Consultant Learning and Teaching K-12 Team AISWA Mark Newhouse - Manager of Curriculum, Association of Independent Schools of Western Australia DoE Richard Lobb - Manager │K-12 Curriculum, Assessment and Reporting ACARA - update info from: