1. Assessment seminar 2010 Accounting and Finance 2010/05037

2. Seminar objectives That teachers: understand the key WACE assessment and moderation requirements understand the WACE examination process understand the key features of the WACE examination design briefs understand the difference in the style and difficulty of questions in sample exams for stages 2 and 3 understand the marks adjustment process understand the small group moderation procedures understand the Council’s processes for comparability and developing course standards are aware of the range of Council resources for teachers

3. Key messages for 2010 The Curriculum Council acknowledges the outstanding work of teachers 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.

4. Key WACE assessment and moderation requirements current syllabus course unit outline assessment outline set of assessment tasks marking keys recording grading

5. Sample course unit outline

6. Sample assessment outline

7. 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

8. WACE examinations external exams for all courses the first exams for this course will be conducted this year the Stage 2 and 3 papers are different all full-time Year 12 students enrolled in a pair of units at Stage 2 or 3 must sit the exam unless they seek exemption

9. Examination design briefs Provide a ‘blueprint’ for the examining panel outlining: time allowed permissible items structure of examination with: weighting of sections nature of questions equipment and materials Included in the revised syllabus

10. Looking at the two exam design briefs Read the specifications for each design brief to determine the differences between the stages in terms of the following features: sections (number, type, weighting, time allocation) questions (number, type) materials (special equipment permitted, stimulus) How does the exam design brief affect your teaching and assessment of the course?

11. Final sample examination papers reflect the exam design brief for the stage support teachers by providing indication of the shape and pitch of the WACE examination provided to schools available from the Council’s online learning and support extranet at: https://lms.curriculum.wa.edu.au

12. Looking at the final sample examinations for ACF Familiarise yourself with the style and difficulty of the questions in the Stage 2 and Stage 3 final sample papers

13. The WACE examination paper will have the same intent and structure as the sample paper will be based on the exam design brief will include questions that provide a representative sampling of the content in the syllabus

14. Take a break

15. Moderation processes for comparability 2010 consensus moderation meetings school moderation program small group moderation procedures statistical moderation of school marks

16. Comparability Source of non-comparabilityProcesses to establish comparability the WACE exam marks and school marks are on a different scale but a 50/50 combination of the marks is required the WACE exam marks in one year are on a different scale to those in a different year standardisation school marks in one school are on a different scale to those used in other schools consensus moderation statistical moderation students of different abilities study different courses scaling (by TISC)

17. 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

18. Standardisation

19. Statistical moderation of school marks matching school marks and exam marks

20. Statistical moderation of school marks matching school marks and exam marks

21. The combined mark combined mark = (standardised moderated school mark + standardised exam mark) ÷ 2

22. The WACE course score

23. Course standards standards setting WACE course report standards packages

24. Standards setting conducted by a panel of examination markers establishes achievement bands develops band descriptions identifies sample responses to include in the standards package.

26. Standards package for each course at Stage 2 and 3 provided to schools early in the next school year after the WACE examination

27. Small group moderation protects the interests of students in small groups compulsory for a school where a course/stage has small enrolments at a stage in Year 12 take into consideration any students who will apply for exemption

28. A common scale Aim: to get the marks from partner school onto a common scale (i.e. achieve comparability) Done by: sharing a common assessment outline or using a significant number of common assessment tasks with common weightings and agreeing to marking practices that ensure comparability of teacher judgements Result: comparability between partner schools

29. Council support for teachers the online learning and support extranet https://lms.curriculum.wa.edu.au the assessment advice papers on the Council website http://www.curriculum.wa.edu.au/internet/Policy/Assessment WACE Circulars e-Circulars

30. Accessing the extranet

32. Council contacts Moderation & Standards Ian Gaynor : Ian.Gaynor@curriculum.wa.edu.au Curriculum & Assessments Kerry Cribb: Kerry.Cribb@curriculum.wa.edu.au Maria Tsovleas: Maria.Tsovleas@curriculum.wa.edu.au info@curriculum.wa.edu.au

33. Thanks for attending