1. 2011/080031 Assessment seminar 2011 for new and/or inexperienced teachers of English and Literature WACE courses Module 1

2. 2011/080032 WACOT professional learning requirements today’s seminar can contribute to WACOT certification requirements documentation : - notification of completion (assessment seminar) - reflective journal as evidence

3. 2011/080033 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 2010 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.

4. 2011/080034 Seminar objectives That teachers: 1.understand the Council-required features of a course unit outline 2.understand the syllabus requirements for the set of assessment tasks used in a unit (or pair of units) 3.understand how to use marks when assessing student achievement 4.are aware of and have the ability to access the Council’s range of support materials.

5. Seminar objectives That teachers: 1.understand the Council-required features of a course unit outline 2.understand the syllabus requirements for the set of assessment tasks used in a unit (or pair of units) 3.understand how to use marks when assessing student achievement 4.are aware of and have the ability to access the Council’s range of support materials. PLEASE COMPLETE THE FIRST PART OF THE EVALUATION SHEET

6. 2011/080036 The assessment, marking and grading process

7. 2011/080037

8. 8

9. 9 Establish content to be taught the current syllabus is on the course page on the Council website www.curriculum.wa.edu.au Top RHS click Courses From the list > English > Syllabus sample teaching programs and resources available on the Council’s extranet (login)

10. 2011/0800310 Sample course outline Content Sequence Timing

11. 2011/0800311 Sample course outline See also WACE Manual examples Pages 15 - 16

12. 2011/0800312 Self reflection 1 Consider your course outline

13. 2011/0800313

14. 2011/0800314 Establish a set of assessment tasks meet the assessment requirements from the syllabus summarised as an assessment outline (showing tasks, assessment type, weightings, timing, coverage of content)

15. 2011/0800315 Assessment outline samples See WACE Manual pages 8 -12

16. 2011/0800316 Assessment table Weightings Type of assessment P StageStage 1 Stages 2 and 3 30­–50% 20–40% Response/Investigation Demonstration of comprehension and interpretation of oral/visual/written texts. Investigate the use of language in particular contexts and texts. Investigate the use of generic features in particular contexts and texts. Analyse how context may affect meaning. Investigate how a particular issue has been represented in one or more texts. Responses to discussions, speeches, interviews, multimedia presentations, videos, films, television productions, books, articles, stories, poetry, drama, pamphlets, posters. Presentation of responses in written, oral, visual or multimedia form, using appropriate conventions. Types of evidence may include: Response to set questions, observation checklists, evaluation tools (self, peer), journal, PowerPoint, video, audio recording, multimedia, writing. 30­–50% 20–40% Production Written and/or visual production Production of one or more written and/or visual texts, demonstrating understanding of writing and/or viewing concepts and processes. Production of reports, descriptions, articles, letters, manuals, reviews, workplace documents, informal essays, formal essays, narratives, scripts, poetry, multimedia presentations, videos, comics, story boards, advertisements and posters. Types of evidence may include: Written/video productions for tasks set by the teacher such as stories, essays workplace documents or multimedia productions, journal, PowerPoint, formal reports, writing folios. 10–30% 10–20% Oral participation/production Participation in one or more oral interactions or production of one or more oral texts demonstrating awareness of context, purpose and audience and application of appropriate conventions. Participation in and/or production of group discussions, panel discussions, interviews, role-play, debates, workplace activities requiring oral interaction, seminars, tutorials, informal speeches, formal speeches. Types of evidence may include: Teacher observation checklists, evaluation tools (self, peer), interview notes, video, audio recording, PowerPoint presentation, tutorial presentation, participation. – 0–20% 10–30% School examination The school examination assesses work covered in the unit/s completed, using questions requiring response and production. Eng syllabus assessment table page 11

17. 2011/0800317 Assessment table Weightings Type of assessment P StageStage 1 Stages 2 and 3 30­–50% 20–40% Response/Investigation Demonstration of comprehension and interpretation of oral/visual/written texts. Investigate the use of language in particular contexts and texts. Investigate the use of generic features in particular contexts and texts. Analyse how context may affect meaning. Investigate how a particular issue has been represented in one or more texts. Responses to discussions, speeches, interviews, multimedia presentations, videos, films, television productions, books, articles, stories, poetry, drama, pamphlets, posters. Presentation of responses in written, oral, visual or multimedia form, using appropriate conventions. Types of evidence may include: Response to set questions, observation checklists, evaluation tools (self, peer), journal, PowerPoint, video, audio recording, multimedia, writing. 30­–50% 20–40% Production Written and/or visual production Production of one or more written and/or visual texts, demonstrating understanding of writing and/or viewing concepts and processes. Production of reports, descriptions, articles, letters, manuals, reviews, workplace documents, informal essays, formal essays, narratives, scripts, poetry, multimedia presentations, videos, comics, story boards, advertisements and posters. Types of evidence may include: Written/video productions for tasks set by the teacher such as stories, essays workplace documents or multimedia productions, journal, PowerPoint, formal reports, writing folios. 10–30% 10–20% Oral participation/production Participation in one or more oral interactions or production of one or more oral texts demonstrating awareness of context, purpose and audience and application of appropriate conventions. Participation in and/or production of group discussions, panel discussions, interviews, role-play, debates, workplace activities requiring oral interaction, seminars, tutorials, informal speeches, formal speeches. Types of evidence may include: Teacher observation checklists, evaluation tools (self, peer), interview notes, video, audio recording, PowerPoint presentation, tutorial presentation, participation. – 0–20% 10–30% School examination The school examination assesses work covered in the unit/s completed, using questions requiring response and production. Eng syllabus assessment table page 11

18. 2011/0800318 Assessment type and weighting Outcomes WeeksTask - Due Task weightings Content L/ S VRW Oral Participation 15% Production – written and visual 30% Response / Investigation 30% Examination 25%  Term 1 Wk 1 - 2 Task 1 - Wk 2: (5% Oral Production) Prepare a table which identifies persuasive techniques used in famous speeches. 5% Oral  Identifying nuances of connotation  Generic conventions associated with texts  Identifying/challenging dominant ways of thinking  Identifying attitudes, values and beliefs associated with particular uses of language  Shaping language for persuasive effect  Context and audience expectations when attempting to affect attitudes and effect social action  Term 1 Wks 3 - 5 Task 2 - Wk 5 : (10% Oral Production) Write and deliver a persuasive speech to a specified audience. 10% Oral  Term 1 Wks 6 - 10 Task 3 - Wk 9 : (10% Production) Design a print advertisement for a specified magazine and target audience. 15% Producti on  Identifying use of connotation for persuasive purposes  Shaping language for persuasive effect for different audiences  Generic conventions  Effect of context  Clarifying purpose  Supporting opinions and responses  Evaluating and synthesising ideas  Identifying and critiquing attitudes, values and beliefs  Attention to language features  Task 4 - Wk 10 : (20% Response Investigation) Essay discussing the effectiveness of television campaigns in influencing attitudes and bringing about change. 15% Resp/Inv  Term 2 Wks 1 - 3 Task 5 - Wk 3: (10% Production) Rewrite the ending of the novel in a different context with the intention of affecting attitudes and effecting social action within this revised context. 15% Production  Shaping language for persuasive effect for different audiences  Generic conventions associated with texts used to affect attitudes and effect social action.  Conventions associated with presenting arguments  Awareness of context when attempting to influence attitudes  Note-making and planning  Supporting responses  Term 2 Wks 5 - 6 (Revision Wk 7) Task 6 - Wk 6: (20% Response Investigation) Discussion essay based on concept of the relationship between language and power in novel. 15% Resp/Inv  Term 2 Wks 8 - 9 EXAMINATIONS Task 7 Sem 1 Examination 25% Sample assessment outline

19. 2011/0800319 Assessment type and weighting Outcomes WeeksTask - Due Task weightings Content L/ S VRW Oral Participation 15% Production – written and visual 30% Response / Investigation 30% Examination 25%  Term 1 Wk 1 - 2 Task 1 - Wk 2: (5% Oral Production) Prepare a table which identifies persuasive techniques used in famous speeches. 5% Oral  Identifying nuances of connotation  Generic conventions associated with texts  Identifying/challenging dominant ways of thinking  Identifying attitudes, values and beliefs associated with particular uses of language  Shaping language for persuasive effect  Context and audience expectations when attempting to affect attitudes and effect social action  Term 1 Wks 3 - 5 Task 2 - Wk 5 : (10% Oral Production) Write and deliver a persuasive speech to a specified audience. 10% Oral  Term 1 Wks 6 - 10 Task 3 - Wk 9 : (10% Production) Design a print advertisement for a specified magazine and target audience. 15% Producti on  Identifying use of connotation for persuasive purposes  Shaping language for persuasive effect for different audiences  Generic conventions  Effect of context  Clarifying purpose  Supporting opinions and responses  Evaluating and synthesising ideas  Identifying and critiquing attitudes, values and beliefs  Attention to language features  Task 4 - Wk 10 : (20% Response Investigation) Essay discussing the effectiveness of television campaigns in influencing attitudes and bringing about change. 15% Resp/Inv  Term 2 Wks 1 - 3 Task 5 - Wk 3: (10% Production) Rewrite the ending of the novel in a different context with the intention of affecting attitudes and effecting social action within this revised context. 15% Production  Shaping language for persuasive effect for different audiences  Generic conventions associated with texts used to affect attitudes and effect social action.  Conventions associated with presenting arguments  Awareness of context when attempting to influence attitudes  Note-making and planning  Supporting responses  Term 2 Wks 5 - 6 (Revision Wk 7) Task 6 - Wk 6: (20% Response Investigation) Discussion essay based on concept of the relationship between language and power in novel. 15% Resp/Inv  Term 2 Wks 8 - 9 EXAMINATIONS Task 7 Sem 1 Examination 25% Sample assessment outline

20. 2011/0800320 Assessment type and weighting Outcomes WeeksTask - Due Task weightings Content L/ S VRW Oral Participation 15% Production – written and visual 30% Response / Investigation 30% Examination 25%  Term 1 Wk 1 - 2 Task 1 - Wk 2: (5% Oral Production) Prepare a table which identifies persuasive techniques used in famous speeches. 5% Oral  Identifying nuances of connotation  Generic conventions associated with texts  Identifying/challenging dominant ways of thinking  Identifying attitudes, values and beliefs associated with particular uses of language  Shaping language for persuasive effect  Context and audience expectations when attempting to affect attitudes and effect social action  Term 1 Wks 3 - 5 Task 2 - Wk 5 : (10% Oral Production) Write and deliver a persuasive speech to a specified audience. 10% Oral  Term 1 Wks 6 - 10 Task 3 - Wk 9 : (10% Production) Design a print advertisement for a specified magazine and target audience. 15% Producti on  Identifying use of connotation for persuasive purposes  Shaping language for persuasive effect for different audiences  Generic conventions  Effect of context  Clarifying purpose  Supporting opinions and responses  Evaluating and synthesising ideas  Identifying and critiquing attitudes, values and beliefs  Attention to language features  Task 4 - Wk 10 : (20% Response Investigation) Essay discussing the effectiveness of television campaigns in influencing attitudes and bringing about change. 15% Resp/Inv  Term 2 Wks 1 - 3 Task 5 - Wk 3: (10% Production) Rewrite the ending of the novel in a different context with the intention of affecting attitudes and effecting social action within this revised context. 15% Production  Shaping language for persuasive effect for different audiences  Generic conventions associated with texts used to affect attitudes and effect social action.  Conventions associated with presenting arguments  Awareness of context when attempting to influence attitudes  Note-making and planning  Supporting responses  Term 2 Wks 5 - 6 (Revision Wk 7) Task 6 - Wk 6: (20% Response Investigation) Discussion essay based on concept of the relationship between language and power in novel. 15% Resp/Inv  Term 2 Wks 8 - 9 EXAMINATIONS Task 7 Sem 1 Examination 25% Sample assessment outline

21. 2011/0800321 Assessment type and weighting Outcomes WeeksTask - Due Task weightings Content L/ S VRW Oral Participation 15% Production – written and visual 30% Response / Investigation 30% Examination 25%  Term 1 Wk 1 - 2 Task 1 - Wk 2: (5% Oral Production) Prepare a table which identifies persuasive techniques used in famous speeches. 5% Oral  Identifying nuances of connotation  Generic conventions associated with texts  Identifying/challenging dominant ways of thinking  Identifying attitudes, values and beliefs associated with particular uses of language  Shaping language for persuasive effect  Context and audience expectations when attempting to affect attitudes and effect social action  Term 1 Wks 3 - 5 Task 2 - Wk 5 : (10% Oral Production) Write and deliver a persuasive speech to a specified audience. 10% Oral  Term 1 Wks 6 - 10 Task 3 - Wk 9 : (10% Production) Design a print advertisement for a specified magazine and target audience. 15% Producti on  Identifying use of connotation for persuasive purposes  Shaping language for persuasive effect for different audiences  Generic conventions  Effect of context  Clarifying purpose  Supporting opinions and responses  Evaluating and synthesising ideas  Identifying and critiquing attitudes, values and beliefs  Attention to language features  Task 4 - Wk 10 : (20% Response Investigation) Essay discussing the effectiveness of television campaigns in influencing attitudes and bringing about change. 15% Resp/Inv  Term 2 Wks 1 - 3 Task 5 - Wk 3: (10% Production) Rewrite the ending of the novel in a different context with the intention of affecting attitudes and effecting social action within this revised context. 15% Production  Shaping language for persuasive effect for different audiences  Generic conventions associated with texts used to affect attitudes and effect social action.  Conventions associated with presenting arguments  Awareness of context when attempting to influence attitudes  Note-making and planning  Supporting responses  Term 2 Wks 5 - 6 (Revision Wk 7) Task 6 - Wk 6: (20% Response Investigation) Discussion essay based on concept of the relationship between language and power in novel. 15% Resp/Inv  Term 2 Wks 8 - 9 EXAMINATIONS Task 7 Sem 1 Examination 25% Sample assessment outline

22. 2011/0800322 Assessment type and weighting Outcomes WeeksTask - Due Task weightings Content L/ S VRW Oral Participation 15% Production – written and visual 30% Response / Investigation 30% Examination 25%  Term 1 Wk 1 - 2 Task 1 - Wk 2: (5% Oral Production) Prepare a table which identifies persuasive techniques used in famous speeches. 5% Oral  Identifying nuances of connotation  Generic conventions associated with texts  Identifying/challenging dominant ways of thinking  Identifying attitudes, values and beliefs associated with particular uses of language  Shaping language for persuasive effect  Context and audience expectations when attempting to affect attitudes and effect social action  Term 1 Wks 3 - 5 Task 2 - Wk 5 : (10% Oral Production) Write and deliver a persuasive speech to a specified audience. 10% Oral  Term 1 Wks 6 - 10 Task 3 - Wk 9 : (10% Production) Design a print advertisement for a specified magazine and target audience. 15% Producti on  Identifying use of connotation for persuasive purposes  Shaping language for persuasive effect for different audiences  Generic conventions  Effect of context  Clarifying purpose  Supporting opinions and responses  Evaluating and synthesising ideas  Identifying and critiquing attitudes, values and beliefs  Attention to language features  Task 4 - Wk 10 : (20% Response Investigation) Essay discussing the effectiveness of television campaigns in influencing attitudes and bringing about change. 15% Resp/Inv  Term 2 Wks 1 - 3 Task 5 - Wk 3: (10% Production) Rewrite the ending of the novel in a different context with the intention of affecting attitudes and effecting social action within this revised context. 15% Production  Shaping language for persuasive effect for different audiences  Generic conventions associated with texts used to affect attitudes and effect social action.  Conventions associated with presenting arguments  Awareness of context when attempting to influence attitudes  Note-making and planning  Supporting responses  Term 2 Wks 5 - 6 (Revision Wk 7) Task 6 - Wk 6: (20% Response Investigation) Discussion essay based on concept of the relationship between language and power in novel. 15% Resp/Inv  Term 2 Wks 8 - 9 EXAMINATIONS Task 7 Sem 1 Examination 25% Sample assessment outline

23. 2011/0800323 Assessment type and weighting Outcomes WeeksTask - Due Task weightings Content L/ S VRW Oral Participation 15% Production – written and visual 30% Response / Investigation 30% Examination 25%  Term 1 Wk 1 - 2 Task 1 - Wk 2: (5% Oral Production) Prepare a table which identifies persuasive techniques used in famous speeches. 5% Oral  Identifying nuances of connotation  Generic conventions associated with texts  Identifying/challenging dominant ways of thinking  Identifying attitudes, values and beliefs associated with particular uses of language  Shaping language for persuasive effect  Context and audience expectations when attempting to affect attitudes and effect social action  Term 1 Wks 3 - 5 Task 2 - Wk 5 : (10% Oral Production) Write and deliver a persuasive speech to a specified audience. 10% Oral  Term 1 Wks 6 - 10 Task 3 - Wk 9 : (10% Production) Design a print advertisement for a specified magazine and target audience. 15% Producti on  Identifying use of connotation for persuasive purposes  Shaping language for persuasive effect for different audiences  Generic conventions  Effect of context  Clarifying purpose  Supporting opinions and responses  Evaluating and synthesising ideas  Identifying and critiquing attitudes, values and beliefs  Attention to language features  Task 4 - Wk 10 : (20% Response Investigation) Essay discussing the effectiveness of television campaigns in influencing attitudes and bringing about change. 15% Resp/Inv  Term 2 Wks 1 - 3 Task 5 - Wk 3: (10% Production) Rewrite the ending of the novel in a different context with the intention of affecting attitudes and effecting social action within this revised context. 15% Production  Shaping language for persuasive effect for different audiences  Generic conventions associated with texts used to affect attitudes and effect social action.  Conventions associated with presenting arguments  Awareness of context when attempting to influence attitudes  Note-making and planning  Supporting responses  Term 2 Wks 5 - 6 (Revision Wk 7) Task 6 - Wk 6: (20% Response Investigation) Discussion essay based on concept of the relationship between language and power in novel. 15% Resp/Inv  Term 2 Wks 8 - 9 EXAMINATIONS Task 7 Sem 1 Examination 25% Sample assessment outline

24. 2011/0800324 Self reflection 2 Consider your assessment outline

25. 2011/0800325

26. 2011/0800326 Develop the assessment tasks The assessment tasks in the set can be: developed by you from colleagues samples from the Council extranet from your professional association or system/sector The set of assessment tasks must meet the assessment type and weighting requirements (so that comparability is achieved)

27. 2011/0800327 Develop the marking keys the marking key identifies “the best” performance of a student the marking key determines the number of categories between “the best” and “the worst” performance of a student developed with each assessment task be prepared to modify

28. 2011/0800328 Develop the marking keys

29. 2011/0800329 Develop the marking keys Title Task Criteria Categories Marks

30. 2011/0800330 Autobiographical narrative marking key Criterion Performance categories (or distinguishable qualities of performance observed on each criterion) Marks Appropriate use of language and language devices outstanding5 engaging and pleasurable4 competent3 reasonably engaging2 unvaried and unsophisticated1 not demonstrated0 Understanding of generic conventions of autobiographical narrative very good3 good2 fair1 not demonstrated0

31. 2011/0800331 Self reflection 3 Let’s think about an assessment task and its marking key

32. 2011/0800332 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 An overview of the process

33. 2011/0800333 The assessment, marking and grading process

34. 2011/0800334 Council support for teachers assessment support materials on the Council extranet information in the WACE Manual 2011 and 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 John Watson 9273 6374 john.watson@curriculum.wa.edu.au Gerard Morris 9273 6742 gerard.morris@curriculum.wa.edu.au

35. 2011/0800335 Points of clarification Your turn! Questions?

36. 2011/0800336 Evaluation Has your understanding and awareness of the Council’s requirements regarding content and assessment tasks changed as a result of today’s seminar?

37. 2011/0800337 Thanks for attending Use your Reflective Journal See you at Module 2 This information is available as an online learning module