Harnessing the power of assessment data to improve student learning

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Harnessing the power of assessment data to
improve student learning

• AIS Executive Conference 2006

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Common distinctions

• Criterion referenced - Standards referenced -
  Norm referenced
• Assessment for Learning Assessment of Learning
• Informal Assessment Formal Assessment
• How can these different approaches work together?

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Purposes of assessment

• Student improvement
• Achievement at the end of a course
• Reporting to parents
• Reporting to other teachers

• Curriculum evaluation
• Selection for
• further education training
• a job
• Accountability
• teacher
• school

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Assessment is all about improvement

• Improvement
• for current students
• for the next cohort
• in teacher understanding and development
• for a school

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Assessment in NSW a journey

• Pre-1986
• The HSC Assessment program
• The (partial) Standards-based School Certificate
• The (full) Standards-based School Certificate
• The New Higher School Certificate
• Assessment for Learning
• The Common Grade Scale and Standards-based
  assessment reporting K to 10

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The Standards-based SC (1)

• Student achievement in the School Certificate has
  been reported in terms of standards since 1991
• Teachers allocate a grade A to E for each SC
  course using Course Performance Descriptors
• Given the consistency in grade distributions
  state-wide and within schools from year to year
  we can conclude that teachers have internalised
  the standards (even though they were incomplete)

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The Standards-based SC (2)

• Prior to 1998 there were reference tests in
  English, Maths and Science
• In 1998 the new SC tests were reported in
  relation to standards
• This was the trialling ground for the changes to
  the HSC introduced in 2001

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The Standards-based HSC (1)

• Clear standards established for each HSC course
• Band descriptions
• Sample tasks (examination questions)
• Samples of student responses
• Standards communicated to teachers (and students
  and parents) through Standards Packages
• Student achievement reported in relation to those
  standards every year

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The Standards-based HSC (2)

• The result
• Teachers and students now know the quality of
  work required to achieve each standard
• Students and teachers can compare the quality of
  the students current work to the standards and
  plan for improvement

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The A - E Grading System

• Common Grade Scale developed with a description
  of the standard of achievement associated with
  each grade
• When reporting student achievement teachers
  simply decide which standard summarised in the
  scale best matches each students achievement

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Establishing Standards for K - 10

• Board and sectors are working together to develop
  clearly described standards
• The common grade scale (descriptions)
• Sample tasks and activities
• Samples of student work
• These are being delivered through the Assessment
  Resource Centre

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Work Samples

• Responses produced by students to some typical
  assessment tasks or activities
• Clarify the standards of achievement students can
  attain by the end of the course or stage of
  learning
• That is, they show the quality of work typically
  produced by students who will receive each grade

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The Assessment Resource Centre

• A web site that will
• Demonstrate the standards associated with each
  course
• Provide a wealth of advice and support to
  teachers in assessment
• Ongoing development and improvement

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The Potential

• The Common Grade Scale and the materials being
  developed to illustrate the standards of
  achievement for each course or stage of learning
  have the potential to enable teachers at all
  schools in NSW to assess and report on student
  achievement in relation to the SAME standards.
• That is, a Grade A (or B or C or so on) awarded
  by one school can represent the same standard of
  achievement as in any other school

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Understanding the Standards (1)

• There are two aspects to standards
• What students have the opportunity to learn
• The knowledge, skills and understanding they have
  engaged with in their learning
• How well they have achieved
• The degree to which they have demonstrated
  achievement of the knowledge, skills and
  understanding they have had the opportunity to
  learn (takes into account the breadth depth of
  their learning)

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Understanding the Standards (2)

• To understand (or internalise) the standards
• Study the collection of work samples and tasks
  and accompanying descriptions for a particular
  grade
• Develop a mental picture of the knowledge,
  skills and understanding represented by that
  grade
• Repeat the process by studying the collections of
  work samples, tasks and descriptions associated
  with the other grades

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Using the Grade Scale (1)

• At the end of the course or stage
• Use aspects of a students achievement to develop
  a picture of how the student is performing
• Compare this picture of the students
  achievement with your picture of the standards
  associated with each grade
• Make an on-balance professional judgement as to
  the appropriate grade to award

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Using the Grade Scale (2)

• During the course or stage of learning
• Consider the knowledge, skills and understanding
  covered up to that point in time
• Allocate the grade that best matches the
  students achievement at that point in time
• (ie award a grade A if, taking into account what
  has been taught up to that point, the student has
  shown extensive knowledge and understanding of
  the course content and a very high level of
  competence in the processes and skills)

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Methods for Allocating Grades

• There are many procedures that can be used
• Model 1 where grades are allocated to each task
• Model 2 where marks are allocated to each task

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Important Notes

• Whatever approach is used to allocate grades
  remember
• It is an on-balance professional judgement in
  relation to the standards
• Account should be taken of information on a
  students achievement gained through both formal
  assessment activities and informal means

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Reporting to Parents

• The grades awarded are only one aspect of the
  report
• They need to be considered in conjunction with
• quartiles or class grade distributions or
  position in class (or similar)
• Teacher comments both written and verbal
• Other information the school provides

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Keeping Records

• Records kept in relation to student achievement
  need to
• Be sufficient to assist teachers to make an
  on-balance professional judgement
• Be manageable
• Assist in determining where students are in their
  learning and what needs to be taught next

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Assessment is all about improvement

• Improvement
• for current students
• for the next cohort
• in teacher understanding and development
• for a school

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Future Directions?

• More work samples to exemplify the standards
  Stages 1 to 6
• A process of refinement of the ARC
• Further strengthening of the connection and
  interaction between curriculum and assessment
• Increased teacher collaboration and consistency
  of judgements
• Improvements in reporting

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Future Directions?

• Improvements in how assessment data is used for
  accountability?
• Changes to the SC?
• Changes to the treatment of HSC assessments?
• Changes to reporting HSC results?