1. 2010/5934 Assessment seminar 2010 for new and/or inexperienced teachers of WACE courses

2. 2010/5934 Seminar objectives That teachers: 1.understand the Council-required features of a course unit outline 2.understand the Council-required features of an assessment outline 3.understand how to use marks when assessing student achievement on a task 4.understand how to weight and collate marks to form a ranked list for the assigning of grades 5.understand the Council requirements for reporting student achievement in Year 11 and Year 12 6.understand the information about assessment that students should receive 7.understand the need to retain marked assessment tasks 8.understand the range of situations in which the school assessment policy is used 9.understand the WACE examination process 10.understand that the WACE examination marks are used to adjust school marks 11.understand the small group moderation requirement and procedures 12.know how the Council’s moderation processes will be implemented in 2010 13.are aware of and have the ability to access the Council’s range of support materials.

3. 2010/5934 Key messages 2010 The Curriculum Council acknowledges the outstanding work of teacher in implementing the new courses. In 2010, all new courses will be taught in Year 12 and all but Workplace Learning will be examined. As courses are implemented, keep assessment in perspective: –ensure students get quality feedback that helps their learning; –ensure assessments are of high quality - fair, free of bias, differentiating. Final exams will 'mirror' the sample exams.

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6. Establish content to be taught the current syllabus is on the Council website www.curriculum.wa.edu.au a sample teaching program or a course unit outline is available on the Council’s extranet https://lms.curriculum.wa.edu.au https://lms.curriculum.wa.edu.au

7. 2010/5934 Sample course outline AIT Stage 2A WeekContentResourcesAssessment 11–13 Task 3: Creation of the advertisement proposed in Task 2 with associated planning materials  video cards: types, specifications etc.  sound cards: types, specifications etc. Technology Process  simple design techniques  review animation basics  review movies and what makes them attractive  design elements and principles  design basics  Animation program e.g. Director Task 3 Creation of the DVD menu using the proposal from Task 2 Due: Week 13

8. 2010/5934 Self reflection 1 Consider your course outline

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10. Establish a set of assessment tasks follow the assessment requirements from the syllabus and the WACE Manual 2010 develop an assessment outline (showing tasks, assessment type, weightings, timing, coverage of content)

11. 2010/5934 Assessment Type Task / Content Task Weighti ngs Due Date O1O2O3O4 Investigati on (CC Weighting 20–30%) 20 TASK 1: The impact of video games on society Video Games are being produced all around the world every second of the day. Video games can be educational and instructional or simply a form of enjoyment. Over the past decade video games have developed in the realms of game play, graphics, speed and interactivity. Video game ratings and restrictions is a contentious issue in Australia today and laws are ever changing to catch up with technology. To fully appreciate video games we need to understand what the impact has been and where the future of gaming is headed. 10Week 7 Task 4 The local LAN centre needs upgrading. Detail the changes you plan to make. 10 Week 15 Production / Performan ce (CC Weighting 50-60%) 50% Task 2: DVD Menu : A proposal Design a DVD menu based on an up and coming DVD of your choice. 25 Week 10 Task 3: DVD Menu : Product You submitted a project proposal as your last task. You now need to produce the DVD Menu in a multimedia medium. 25 Week 13 Response(CC Weighting 20–30%) 30 % Task 5 Test 1: Mid Semester Test Processing and Managing Data, Creative Application of Information & Design Principles, The nature Forms and transfer of Digital Data 5Week 7 Task 6 Test 2: Semester Examination Representative sample of unit content 25 Week 15 Sample Assessment Outline

12. 2010/5934 Self reflection 2 Consider your assessment outline

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14. Develop the assessment tasks The assessment tasks in the set can be: developed by you from colleagues samples from the Council extranet The set of assessment tasks must meet the assessment requirements (so that comparability is achieved)

15. 2010/5934 Develop the marking keys developed with each task included with all Council sample tasks

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17. Marking assessment tasks use numerical marks the marking key may need to be refined as unexpected responses occur

18. 2010/5934 Self reflection 3 Let’s think about an assessment task and its marking key

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20. Record marks, weight and collate enter the marks for each task in your marks book the task title and weightings in your marks book must match the information in your assessment outline

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22. Teaching program Developmental continuum (DC) Unit Syllabus Defines the section of the DC that the unit covers UnitAssessment Outline Outlines what will be assessed and when and how a teacher will gather evidence in relation to the assessment types Task 1 Task2 3 4 Marking key 1 Marking key 2 Marking key 3 Marking key 4 Marks book Contains the results ofall assessments 100 80 60 40 20 0 A C D E B The relationship between the elements

23. 2010/5934 Assign a grade for the course unit/s based on your judgement of the standard of work across all assessment tasks form a ranked list use the grade descriptions and student work samples to determine grade cut-offs

24. 2010/5934 What does the school need to report? Schools are required to submit a grade (A to E) for each course unit for each student. Each Year 12 student requires a school mark (from 0 to 100) for each Stage 2 or Stage 3 course unit.

25. 2010/5934 The assessment, marking and grading process

26. 2010/5934 What information about assessment should students have received by now? the school assessment policy the syllabus for the unit/s a course outline (or teaching program) the assessment outline/s for the unit/s access to the grade descriptions for the relevant stage

27. 2010/5934 Why are marked student assessment tasks retained? to consider when assigning a grade to assemble student assessment files for consensus moderation in the case of a student appeal

28. 2010/5934 What happens when assessment issues arise? Answers to assessment issues are: in the WACE Manual 2010, or in your school’s assessment policy If you need clarification then email info@curriculum.wa.edu.au

29. 2010/5934 Are there external exams? The structure of senior secondary education in WA has historically featured: school-based assessment and external exams WACE exams are: conducted for every course separate for Stage 2 and Stage 3 (no Stage 1 exams) compulsory for Year 12 students taking a pair of units at Stage 2 or 3 (unless the student is exempt)

30. 2010/5934 Sample examinations have been developed for Stage 2 and Stage 3 are available at your school or from the relevant course page in the Council online learning and support extranet: https://lms.curriculum.wa.edu.au

31. 2010/5934 How are WACE exam marks used for comparability? Both the examination marks and the school marks are brought onto a common scale and students get half of each. The process is explained: in the WACE Manual 2010 on the Council website at the course-specific assessment seminars.

32. 2010/5934 What is small group moderation? protects the interests of students in small groups compulsory for schools where a course/stage has small enrolments of WACE examination candidates

33. 2010/5934 The Council moderation processes for 2010 course-specific assessment seminars consensus moderation meetings school moderation program small group moderation (if required) statistical moderation

34. 2010/5934 Council support for teachers assessment support materials on the Council online learning and support extranet at: http://www.curriculum.wa.edu.au/Online_PD/Default read the information in the WACE Circular each term (and more regularly in the eCircular) email any questions to info@curriculum.wa.edu.auinfo@curriculum.wa.edu.au contact us by phone or email Moderation & Standards Ian Gaynor: Ian.Gaynor@curriculum.wa.edu.au Curriculum & Assessment Kerry Cribb (ACF & BME): Kerry.Cribb@curriculum.wa.edu.au Maria Tsovleas (BME & ACF): Maria.Tsovleas@curriculum.wa.edu.au Lyn Sampson (AIT & CSC) : Lyn.Sampson@curriuclum.wa.edu.au

35. 2010/5934 The Council’s extranet The online learning and support extranet provides: sample teaching programs sample assessment outlines assessment tasks and marking keys work samples a discussion forum (to collaborate with other teachers of the course)

36. 2010/5934 Accessing the extranet

37. 2010/5934 Thanks for attending