qcar queensland curriculum assessment and reporting framework
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QCAR Queensland Curriculum Assessment and Reporting Framework. An overview. August 2008. QCAR components Key messages QCAR in a national context. Where does it come from?. - PowerPoint PPT PresentationTRANSCRIPT
QCARQCARQueensland Curriculum Assessment and Reporting FrameworkQueensland Curriculum Assessment and Reporting Framework
An overview An overview
August 2008August 2008
QCAR componentsQCAR components
Key messagesKey messages
QCAR in a national contextQCAR in a national context
Where does it come from?Where does it come from?
It is a QSA project being run by a designated project team. They are generating, trialling, evaluating and implementing the objectives and deliverables of the framework.
DETA Minister DETA Minister QSAQSA QCAR teamQCAR team Partner, Trial and Project SchoolsPartner, Trial and Project Schools All Sectors (EQ, ISQ, QCEC)All Sectors (EQ, ISQ, QCEC)
What is it?What is it? CurriculumCurriculum AssessmentAssessment ReportingReportingObjectivesObjectivesAlignment between what is taught, assessed and reported
National Statements of Learning
Identify essential learning opportunities for all students in all KLAs from years
1-9
ObjectivesObjectivesFramework for measuring quality of student achievement against shared standards
Tools for supporting consistency of teacher judgement
Frameworks to support greater assessment comparability between schools across the state
ObjectivesObjectivesShared standards to use for reporting across sectors and between schools
State data on standards comparability, teacher consistency and student achievement around designated slices of the Essentials
ComponentsComponents
Essential Learnings described at junctures 3,5,7 and 9
A-E Standards described for every KLA at junctures 3,5,7 and 9
ComponentsComponents
Assessment BankAssessment Items, resources, all KLAs years 1-9
QLD Comparable assessment tasks (QCATs) 4,6 and 9
Centrally-devised Assessment Tasks (CAT)
School-devised Assessment (SDA)
ComponentsComponents
Reporting Guidelines Reporting of student results on QCATs to families,
Data to QSAState aggregate mean, random light sampling, retrospective report to schools
Social moderation advice
Learning and Assessment Focus
Describes the focus of learning and assessment within the year-level juncture.
Knowledge and understanding
Describes essential concepts, facts and procedures of the KLA.
Ways of working
Describes the essential processes that students use to develop and demonstrate their knowledge and understanding.
Assessable elements:• the focus of assessment • identify the valued features of the KLA
Essential Learnings and StandardsEssential Learnings and StandardsAssessable elementsAssessable elements
English Maths Science SOSE HPE The Arts Technology Languages
Knowledge and understanding
Knowledge and understanding
Knowledge and understanding
Knowledge and understanding
Knowledge and understanding
Knowledge and understanding
Knowledge and understanding
Knowing and understanding
Interpreting texts
Thinking and reasoning
Investigating Investigating Investigating Creating Investigating and designing
Comprehending texts
Constructing texts
Communicating Communicating Communicating Planning Presenting Producing Composing texts
Appreciating texts
Participating Implementing and applying
Responding Evaluating Intercultural competence
Reflecting Reflecting Reflecting Reflecting Reflecting Reflecting Reflecting Reflecting
Assessable elements and standardsAssessable elements and standards
Understanding the Standards
Knowledge and understanding
Ways of working
Key messages for schoolsKey messages for schools
• Alignment is ensuring assessment purpose is clear and related to the learning experiences and consistent approaches are used to plan, teach, assess and reflect.
• Good feedback improves learning.
• Moderation - Standards/Evidence/Agreement, developing consistent approaches to standards
• CIAU - Credibility, Intellectual Depth, Authenticity, User friendliness, developing comparability in our expectations and rigor in our assessment
A Planning model from QCARA Planning model from QCAR• Select the Essential Learnings, school priorities and
context for learning.
• Plan learning experiences and teaching strategies to respond to the needs and interests of the learner.
• Plan a variety of assessments to collect comprehensive and meaningful evidence of learning.
• Consider how judgments will be made about the quality of learning using the evidence in student responses.
• Consider how and when to provide feedback.
Identify curriculu
m
Identify curriculu
mSequenc
e learning
Sequence
learningDevelop
assessment
Develop assessme
nt
Make judgmen
ts
Make judgmen
tsUse
feedbackUse
feedback
Regions for Common Assessment Trial 08Regions for Common Assessment Trial 08Greater Brisbane
Yr 4 Science Yr 9 Maths Mackay
Whitsunday
Yr 6 Maths Yr 9 English
Moreton Yr 4 English Yr 9 Science North Qld Yr 6 Science Yr 9 Maths
South Coast Yr 4 Maths Yr 9 English Sunshine Coast
Yr 6 English Yr 9 Science
Wide Bay Burnett
Yr 4 Science Yr 9 Maths Darling Downs
South West
Yr 6 Maths Yr 9 English
Far Nth Qld Yr 4 English Yr 9 Science Fitzroy Central QLD
Yr 6 Science Yr 9 Maths
What else is going on?What else is going on?StateState QLD 1-10 Syllabus redevelopment (timeline now unclear) Senior Phase of Learning Project (waiting for more national direction) Quality Syllabus research (March 2008) Year 10 guidelinesNationalNationalCore curricula standards (from ALP post election briefing to States)Core curricula standards (from ALP post election briefing to States) Establish a National Curriculum Board to develop a rigorous, consistent and
quality curriculum for all Australian students including State, Catholic and Independent sectors supported by Curriculum Corporation - $5m.
Standards to be simple, clear and written in plain English for P-12 with ‘obvious and sensible’ local and regional variations. Commence with 4 core subjects: Maths, English, the Sciences, History. To be implemented by 2010 in cooperation with States and Territories including negotiating funding impact with States. ACER to have a support role in development.
ChallengesChallenges
• Multiple-age classrooms and the QCATS – time, intrusion to curriculum, moderation opportunities
• QCAR transition processes – Who would be responsible for auditing the existing programs and mapping curriculum to ensure the Essentials are being covered? What tools can you use to support professional development of your team?
• How are you informing your families and local community about curriculum changes and particularly standards?
• ICT expectations – a cross-curricular priority• Indigenous perspectives are now embedded in
curriculum
QCAR in a national curriculum contextQCAR in a national curriculum context
• High Quality, High Equity, Low Definition (Luke, Weir and Woods http://www.qsa.qld.edu.au/downloads/syllabus/syll_principles_dev_report.pdf
• Generic standards (student achievement and content )
• Informed Prescription (what is essential)
• Informed Professionalism (teacher development, quality assessment practices, contextualised programming)
Contacts – where to from here?Contacts – where to from here?
Assessment Bankhttps://qcar.qsa.qld.edu.au/assessmentbank/
Go to Queensland Studies Authority website for more information (QCAR, Indigenous perspectives, Syllabus)http://www.qsa.qld.edu.au/
Subscribe to QSA Connect (an electronic newsletter) for the latest updates from the Queensland Studies Authorityhttp://www.qsa.qld.edu.au/publications/2408.html
Contact Josephine Wise for more PD [email protected]
For a draft Maths scope and [email protected]