1. [Insert faculty Banner] Consistency of Teacher Judgement Mathematics 7-10

2. What is Consistency? Consistency in relation to assessment occurs when teachers are able to make judgements about student learning that are not dependent on the individual teacher, student, location or time and are based on a shared understanding of syllabus standards of learning.

3. Consistency and Comparability There are two important concepts underpinning the use of teacher judgement as a source of evidence of student achievement:  Consistency- judgements that accord with: -Those previously made for individual students -Those made for all other students in a range of contexts  Comparability – judgements that accord with those made by other teachers for individuals or groups of students Both of these concepts are important in providing reliable and valid evidence of student achievement using judgements.

4. Consistency in making assessment judgements needs to develop: Across assessment tasks Across teachers of different classes Across key learning areas (such as Creative Arts, Mathematics, Science) Across time (within one key learning area over a period of years) Across schools Establishing procedures and structures to provide sufficient time on a regular basis for teacher discussion about teaching, learning and assessment is the key to enhancing consistency. How is Consistency developed?

5. Faculty Planning for teaching and learning What documents do you currently use to inform planning, teaching and assessing? Syllabus outcomes and key ideas Syllabus support documents

6. Mathematics Faculty Planning Faculties: collaboratively plan teaching programs which clearly state the intended learning. collaboratively develop common understandings of assessment practices and/or tasks which reflect syllabus – based planning and teaching. examine student work against the standard of the syllabus within or across grades/faculties and schools to moderate their judgements.

7. Mathematics Faculty Planning 1. What evidence of learning is required? 3. What content, learning experiences and instruction will allow students to demonstrate these outcomes? 4. How will feedback be provided? 2. How will this evidence be gathered? 5. Is there sufficient evidence that students have made progress as a result of these experiences? OUTCOMES Model for developing integrated assessment activities. Mathematics Years 7–10 Syllabus: Advice on Programming and Assessment, NSW BOS, 2002, page 6

8. Contacts / Resources For further information: Contact your Regional Mathematics 7-12 consultant Contact Carolyn McGinty, Senior Curriculum Adviser, Mathematics 7-12 carolyn.mcginty@det.nsw.edu.au carolyn.mcginty@det.nsw.edu.au

9. Contacts / Resources Refer to the Curriculum Support website www.curriculumsupport.education.nsw.gov.au www.curriculumsupport.education.nsw.gov.au