Audience: Year 11 teachers.

Duration: 9:00 (over 5 sessions).

A five session collection of professional learning delivered by members of the English Curriculum team online using Microsoft Teams, with registration available through MyPL.

This professional learning aligns with the Great Teaching, Inspired Learning blueprint for action by developing teacher capacity to design quality assessment tasks and provide quality feedback.

This live and online professional learning event is delivered via the English statewide staffroom (staff only),  in the Professional learning channel (staff only). Participants must be a member of the Teams space to participate in the event.

This session has been designed to support teacher understanding of how to evaluate current feedback practices.

Registration

Places are limited, to secure a position in Quality Assessment and Feedback in Year 11 English Extension, please register using the course registration on MyPL, and complete the registration survey.

Structure

• Module 1 (1 hour) – Collaborating in MS Teams – mandatory pre-requisite
• Module 2 (2 hours) – Understanding and Applying Standards Descriptors
• Module 3 (2 hours) – Designing Quality Assessment
• Module 4 (2 hours) – Designing and Applying Quality Marking Criteria
• Module 5 (2 hours) – Annotating Student Work Samples

Deliverables

Participants will:

• engage in structured discussion and collaborative reflection demonstrating contextual application of learning
• discuss the typical characteristics of an A, B, C, D and E grade student work sample and create a Language Toolkit outlining these characteristics
• consider the associated markers/characteristics of students’ work in relation to each grade and the relevant stage of learning
• engage in structured discussion and collaborative reflection demonstrating knowledge and understanding of the Common Grade Scale, Stage 5 English Performance Descriptions, Preliminary common grade scale, HSC Performance Band Descriptions
• examine sample assessment tasks and collegially reflect on the quality of the task in line with the provided quality assessment rubric
• evaluate the task and reflect on its strengths and weaknesses providing advice for how it could be strengthened to become a more effective diagnostic tool that can be used to better assess student learning and in turn support teachers to make consistent and comparable judgements, and in turn influence future teaching and learning programs
• examine a pre-annotated student assessment work sample and discuss the impact of the feedback provided and discuss how it aligns with the associated marking criteria and what grade descriptions are reflective in the student sample
• evaluate this sample and feedback against the Language toolkit and evaluate if this aligns with the mark, feedback and sample
• collegially reflect and discus activities they could implement within a teaching and learning programs/activities prior to assessment that ensures this feedback is also connected to student learning goals
• apply learning and annotate a work sample contributing diagnostic feedback consistent with the grade descriptions within the marking criteria
• engage in self and peer assessment of the school’s student work sample using the self and peer assessment rubric to consider the strengths and weaknesses of the feedback and evaluate any changes made to feedback practices in future.

Domains

This accredited professional learning is connected to the domains:

• Professional knowledge – Standard 2 Know the content and how to teach it
  • 2.1.2 Apply knowledge of the content and teaching strategies of the teaching area to develop engaging teaching activities.
  • 2.3.2 Design and implement learning and teaching programs using knowledge of curriculum, assessment and reporting requirements.
• Professional practice – Standard 4 Create and maintain supportive and safe learning environments
  • 4.5.2 Incorporate strategies to promote the safe, responsible and ethical use of ICT in learning and teaching.
• Professional practice – Standard 5 Assess, provide feedback and report on student learning
  • 5.1.2 Develop, select and use informal and formal, diagnostic, formative and summative assessment strategies to assess student learning
  • 5.2.2 Provide timely, effective and appropriate feedback to students about their achievement relative to their learning goals
  • 5.3.2 Understand and participate in assessment moderation activities to support consistent and comparable judgements of student learning
  • 5.3.3 Understand and participate in assessment moderation activities to support consistent and comparable judgment of student learning
• Professional engagement – Standard 6 Engage in professional learning
  • 6.2.2 Participate in learning to update knowledge and practice targeted to professional needs and school and/or system priorities
  • 6.3.2 Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice
• Professional engagement – Standard 7 Engage professionally with colleagues, parents/carers and the community
  • 7.4.2 Participate in professional and community networks and forums to broaden knowledge and improve practice.