2011/080031 assessment seminar 2011 for new and/or inexperienced teachers of english and literature...

2011/08003 1

Assessment seminar2011

for new and/or inexperienced teachers of English and Literature WACE coursesModule 1

2011/08003 2

WACOT professional learning requirements

• today’s seminar can contribute to WACOT certification requirements

• documentation :- notification of completion (assessment seminar)

- reflective journal as evidence

2011/08003 3

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.

2011/08003 4

Seminar objectivesThat 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.

Seminar objectivesThat 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

2011/08003 6

The assessment, marking and grading process

2011/08003 7

2011/08003 8

2011/08003 9

Establish content to be taught

• the current syllabus is on the course page on the Council website

www.curriculum.wa.edu.auTop RHS click Courses

From the list > English

> Syllabus

• sample teaching programs and resources available on the Council’s extranet (login)

2011/08003 10

Sample course outline

Content

Sequence

Timing

2011/08003 11

Sample course outline

See also WACE Manual examples

Pages 15 - 16

2011/08003 12

Self reflection 1

Consider your course outline

2011/08003 13

2011/08003 14

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)

2011/08003 15

Assessment outline samples

• See WACE Manual pages 8 -12

2011/08003 16

Assessment table

Weightings

Type of assessmentP Stage Stage 1

Stages2 and 3

30 –50% 30 –50% 20–40%

Response/InvestigationDemonstration 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% 30 –50% 20–40%

ProductionWritten and/or visual productionProduction 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% 10–30% 10–20%

Oral participation/productionParticipation 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

2011/08003 17

Assessment table

Weightings

Type of assessmentP Stage Stage 1

Stages2 and 3

30 –50% 30 –50% 20–40%

Response/InvestigationDemonstration 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% 30 –50% 20–40%

ProductionWritten and/or visual productionProduction 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% 10–30% 10–20%

Oral participation/productionParticipation 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

2011/08003 18

Assessment type and

weighting

Outcomes

Weeks Task - Due Task weightings Content

L/S

V R W

Oral Participation

15%

Production – written and

visual30%

Response / Investigation

30%

Examination25%

Term 1Wk 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 connotationGeneric conventions associated with texts Identifying/challenging dominant ways of thinking Identifying attitudes, values and beliefs associated with particular uses of languageShaping language for persuasive effect Context and audience expectations when attempting to affect attitudes and effect social action

Term 1Wks 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 purposesShaping language for persuasive effect for different audiencesGeneric conventions Effect of context Clarifying purposeSupporting 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 2Wks 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 audiencesGeneric conventions associated with texts used to affect attitudes and effect social action.Conventions associated with presenting argumentsAwareness of context when attempting to influence attitudesNote-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 - 9EXAMINATIONS

Task 7 Sem 1 Examination 25%

Sample assessment outline

2011/08003 19

Assessment type and

weighting

Outcomes


L/S

V R W

Oral Participation15%

Production – written and visual

30%Response /

Investigation30%

Examination25%

Term 1Wk 1 - 2


5%Oral


Term 1Wks 3 - 5


10%Oral

Term 1 Wks 6 - 10


15%Producti

on



15%Resp/Inv

Term 2Wks 1 - 3


15%Production


Term 2



15%Resp/Inv

Term 2




2011/08003 20

Assessment type and

weighting

Outcomes


L/S

V R W



30%Response /

Investigation30%

Examination25%

Term 1Wk 1 - 2


5%Oral


Term 1Wks 3 - 5


10%Oral

Term 1 Wks 6 - 10


15%Producti

on



15%Resp/Inv

Term 2Wks 1 - 3


15%Production


Term 2



15%Resp/Inv

Term 2




2011/08003 21

Assessment type and

weighting

Outcomes


L/S

V R W



30%Response /

Investigation30%

Examination25%

Term 1Wk 1 - 2


5%Oral


Term 1Wks 3 - 5


10%Oral

Term 1 Wks 6 - 10


15%Producti

on



15%Resp/Inv

Term 2Wks 1 - 3


15%Production


Term 2



15%Resp/Inv

Term 2




2011/08003 22

Assessment type and

weighting

Outcomes


L/S

V R W



30%Response /

Investigation30%

Examination25%

Term 1Wk 1 - 2


5%Oral


Term 1Wks 3 - 5


10%Oral

Term 1 Wks 6 - 10


15%Producti

on



15%Resp/Inv

Term 2Wks 1 - 3


15%Production


Term 2



15%Resp/Inv

Term 2




2011/08003 23

Assessment type and

weighting

Outcomes


L/S

V R W



30%Response /

Investigation30%

Examination25%

Term 1Wk 1 - 2


5%Oral


Term 1Wks 3 - 5


10%Oral

Term 1 Wks 6 - 10


15%Producti

on



15%Resp/Inv

Term 2Wks 1 - 3


15%Production


Term 2



15%Resp/Inv

Term 2




2011/08003 24

Self reflection 2

Consider your assessment outline

2011/08003 25

2011/08003 26

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)

2011/08003 27

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

2011/08003 28

Develop the marking keys

2011/08003 29

Develop the marking keysTitle

Task

Criteria

Categories

Marks

John Watson

2011/08003 30

Autobiographical narrative marking key

CriterionPerformance categories (or distinguishable qualities of

performance observed on each criterion)Marks

Appropriate use of language and

language devices

outstanding 5

engaging and pleasurable 4

competent 3

reasonably engaging 2

unvaried and unsophisticated 1

not demonstrated 0

Understanding of generic

conventions of autobiographical

narrative

very good 3

good 2

fair 1

not demonstrated 0

2011/08003 31

Self reflection 3

Let’s think about an assessment task and its marking key

2011/08003 32

Teaching program

Developm

ental continuum (D

C)

Unit Syllabus Defines the section of the DC that the unit covers

Unit Assessment Outline Outlines what will be assessed and when and how a teacher will gather evidence in relation to the assessment types

Task 1

Task 2

Task 3

Task 4

Marking key 1

Marking key 2

Marking key 3

Marking key 4

Marks book Contains the results of all assessments

100 80 60 40 20 0

A

C

D

E

B

An overview of the process

2011/08003 33

The assessment, marking and grading process

2011/08003 34

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 [email protected]

• contact us by phone or email

John Watson 9273 6374 [email protected]

Gerard Morris 9273 6742 [email protected]

2011/08003 35

Points of clarification

• Your turn!

• Questions?

2011/08003 36

Evaluation

Has your understanding and awareness of the Council’s requirements regarding content and assessment tasks changed as a result of today’s seminar?

2011/08003 37

Thanks for attending

• Use your Reflective Journal

• See you at Module 2

• This information is available as an online learning module

2011/080031 assessment seminar 2011 for new and/or inexperienced teachers of english and literature...

Documents