2. Using QCATs to support learning Workshop 9

3. Workshop aims To introduce the QCATs To show how QCATs support learning and build consistency of teacher judgments

4. The five components of the QCAR Framework Essential Learningsclarify what to teach Standardsprovide a common language to describe student achievement Assessment Bankprovides online access to a collection of quality assessments and resources Queensland Comparable Assessment Tasks (QCATs) in Years 4, 6 and 9 provide evidence of what students know, understand and can do, and support consistency of teacher judgment Guidelines for Reportingsupport consistency of reporting

6. What are QCATs? involve solving meaningful problems emphasise critical thinking and reasoning provide students with the opportunity to do their best work target a selection of Essential Learnings and incorporate the Standards Authentic, performance-based assessments that:

7. QCATs support learning by: building consistency of teacher judgments modelling quality assessment providing information to teachers, students and parents about: –what students know and can do –what is working well –what needs attention.

8. QCAT design QCATs focus on a targeted selection of Essential Learnings in English, Mathematics and Science in Years 4, 6 and 9. QCATs may be: centrally devised school-devised. QCATs provide comprehensive information that support schools in their planning.

10. Achieving consistency in teacher judgments Standards Evidence Agreement

11. QCATs support consistency of teacher judgments Assessment: Design brief Standards: Guide to making judgments Evidence: Sample student responses Agreement: A shared understanding about the application of the Standards to the evidence

12. Teachers are involved in decisions about: preparation implementation making judgments moderation evaluation feedback How teachers work with QCATs

13. Available from the QSA website only

14. Using QCATs as a strategy to support learning

15. Implementing QCATs Preparation Special provision Student attendance

16. Implementing QCATs in your school Using QCATs to support learning and consistency of teacher judgments

17. QCATs reporting Year Level and KLAYear 4 English The Year 4 English QCAT assessed what students know, understand and can do from a selection of Essential Learnings by the end of Year 3. Brief description of the requirements within the assessment Students were required to work with the problem of locating a lost puppy. They had to listen to an assembly message and then respond to questions about key facts. They interpreted the meaning of a noticeboard message and appreciated the effectiveness of the words and pictures used. Students wrote a thank-you note to the finder of the puppy. Brief description of how judgments were made Teachers judged and graded the quality of student responses using a common marking guide supported by sample responses. Overall gradeTeacher inserts the appropriate descriptor for A –E. A report to parents/carers provides an overall grade on each of the QCATs, using the five-point standards scale (A–E). The overall grade is assigned to the student work by the class teacher. Sample report

18. Reporting sample Year Level and KLAYear 6 English The Year 6 English QCAT assessed what students know, understand and can do from a selection of Essential Learnings by the end of Year 5. Brief description of the requirements within the assessment Students were required to engage the interest of billeted visiting students by writing a description of their favourite local place. They used their knowledge of their local area to prepare an itinerary of places for a billeted student to visit. Brief description of how judgments were made Teachers judged and graded the quality of student responses using a common marking guide supported by sample responses. Overall gradeTeacher inserts the appropriate descriptor A–E. Year Level and KLAYear 9 English The Year 9 English QCAT assessed what students know, understand and can do from a selection of Essential Learnings by the end of Year 9. Brief description of the requirements within the assessment Students were required to design an advertisement that might persuade their school community to care for the local environment. They did this by analysing an advertisement with an environmental message and then drafting an advertisement appropriate to their school community. They provided an explanation of the persuasive techniques they used. Brief description of how judgments were made Teachers judged and graded the quality of student responses using a common marking guide supported by sample responses. Overall gradeTeacher inserts the appropriate descriptor A–E

19. More information on the QCAR Framework Website: www.qsa.qld.edu.au Email: office@qsa.qld.edu.au