Transcript of Assessment and reporting

Katherin Cartwright: Well, good afternoon, everyone. Thanks again for joining us to partake in Syllabus PLUS for this afternoon. Welcome. I am by my lonesome today, so I'll be manning the chat, or womaning the chat, at the same time as presenting today, so I will try and look over there as much as I can during the presentation and answer questions as I go. The music will turn off when I get to presentation mode. So, today's session is on Assessment and Reporting, and it's obviously quite timely for a lot of people, whether you're implementing the current syllabus or the new Math syllabus. So, welcome this afternoon. I hope you enjoy the session. Just a reminder that today's session is being recorded and the link will be sent out to the contact person for each school, or it's at the same website location every time, and that will be on the conclusion page today as well. So, welcome, and let's start.

So, Assessment and Reporting. We have a current policy around the principles of Assessment and Reporting to public schools. That current policy is under review and will be changed within the next 12 months. But in our Assessment and Reporting policy that we currently have, assessment is referred to..."is collecting evidence of student learning in order to draw an inference about an individual or group's level of attainment." Some people are saying there's no sound. I will stop, sorry, just for the beginning. Just check your speakers, your volume button. Or you might need to go through 'Meeting' and try out the audio. Sorry, I know I'm going to have to answer questions as a I go today, so please forgive me if you're watching this as a recording after today's session. Also that it's fundamental... the fundamental purpose of assessment is to improve student learning. That's the reason why we continue to assess and report to our parents. So, there's still someone that says there's no sound. Sorry, I'll try and type in the box. Just excuse me for a moment. I'm really sorry - I'm gonna have to do that at the same time because I have no-one on my chat with me today.

So, assessment, it relates heavily into the teaching and learning cycle. You can see it there on our diagram. There's a section there that refers to assessing and recording. It's important to know, though, that it continues throughout the whole of the teaching and learning cycle. It informs our planning, it informs our reporting and it informs our classroom practice. And assessment should be something that's revisited as we go through, so it's ongoing process as well, it's not just at the end of a unit of learning that we want to use assessment.

In our syllabus, in our new syllabus, it talks about assessment in a broad context, about being a collection and the evaluation of evidence. So it is about collecting evidence, but it's not always just paper evidence. So it needs to be ongoing, it needs to be valid, it needs to be inclusive, include a criteria, provide feedback to students, and it's where students can demonstrate their learning. So they're just a number of things in which we use assessment for, and to make sure that those things are reflected in every assessment task or every assessment process we use with our students.

Assessment is also heavily linked to the numeracy continuum. The session last week was on using the numeracy continuum with the syllabus. If you haven't watched that, please go back and have a look at that one. And our continuum uses a tool to help us gather assessment information to track and monitor students, and you might use that using the PLAN software or maybe a data wall in your school, and also to guide future learning for students. So it's's not about using the continuum to report on any outcomes because the continuum doesn't replace our syllabus. But it just helps us as teachers to work out where to next in this individual child's learning continuum for themselves.

So something around numeracy continuum is that idea of ongoing assessment. So something like this, which is a short number assessment, would assist in placing students on the continuum with the idea to then modify learning to accommodate for the needs of that student. So this is one that I've created. It's in the file pod today. And it's based on assessments from the Mathematics K-6 programming support website which is still accessible at the moment. It is currently linked to our current syllabus outcomes. I will be working on updating a lot of those resources so that they reflect the new syllabus outcomes as well.

Assessment also links to quality teaching. We had that quality teaching focus, and we still do in our schools, but we had a look at the assessment. It had a practice guide and it had a coding section, and it might have seemed very onerous at the time when they introduced that document, but that idea of consistency of teacher judgement and having a look at work samples and trying to make a consistent decision about a mark or a grade you would provide a student with, is really important to do as an ongoing practice in your school. And it really stems from those four questions - what do you want the students to learn, why does this learning matter, what are you going to get the students to do or to produce? and how well do you expect them to do it?

This is a quote from Dylan William, who I particularly like reading about, and I got onto him from Marion Assagaier. I don't know if she's on today. But she does a lot of work around formative assessment, and that's what Dylan William writes about. And I think what he states in one of his books is really important, that the quality of teachers is the single most important factor for our students' education, and it's impacted on the learning. It's the daily lived experiences of the student in classrooms, and it's generally determined much more by how teachers teach than by what they teach." And that 'how' includes how you assess your students, what you do with the assessment once you have it - do you include the students in the assessment, in the reflection, in the feedback - how are you using that assessment to guide your teaching.

So, we can access the policy. I'm pretty sure that image is hyperlinked today if you haven't been to the Curriculum Planning and Programming, Assessing & Reporting to Parents K-11 website, which is quite a mouthful. As I mentioned before, that policy is under review currently, and it will be rewritten to match up with, I guess, new pedagogy around our new syllabuses as well. But in our current policy it states that we plan assessments so that students can demonstrate their achievement. That's really the fundamental reason why we want to assess our students. And then to use it as a guide to teach our teaching programs. And then for reporting purposes to parents. So, there's actually a document that goes through these principles. There's card forms of them in the pod today. And they're really old. I've had those for a long time from another colleague I worked with. And I think they're really good to have a little go at trying to work them out and sort them and find the top three guiding principles of why we assess. There's obviously a huge range of reason why we should assess, but there's some cards that you might want to use as a part of your TPL session with your teachers around what are the most important facts or areas of assessment that we will want to focus on.

So, it's about guiding ongoing teaching and learning, monitoring and evaluating student progress, very similar to the reasoning behind our using the numeracy continuum, and then reporting the achievements to parents. So, the way in which we report to parents, it might not be as detailed as the way that we teach to students. So we teach around the outcomes, but we're sort of reporting a general achievement to parents. And it needs to be in plain English so our parents can understand what we're trying to get across about their student's learning or their child's learning.

So, in programming assessment is very, very important. It's an integral component of our teaching programs. It needs to happen as part of the process of programming, and we need to have intended assessment strategies planned at the beginning of our unit of learning. So we already need to know at the beginning what and how we're going to assess throughout that unit of learning. And we need to use a variety of approaches to assessment.

So, in the past few sessions I've talked about our course called 'A Process for Programming a Unit of Learning', and you can just flick through that to get to this flow chart if you ever want to use it in your school. And it just gives you a suggested flow chart for programming. Remember that it doesn't necessarily happen in that linear fashion that it's written there. It's just a suggestion of where you sort of start. But having assessment at the forefront of the programming, so it's up there with deciding on your concept and key ideas, once you've worked out what that assessment strategy is and the criteria - so what's the criteria of how they're going to attain those outcomes - then all the learning that you plan should assist students in achieving those outcomes. So, we don't start with the units of learning. We start with the assessment, with the outcomes, and then we decide, "What do my students have to learn to be able to do that at the end?" So, it's that holistic look at assessment as part of our planning process. And what the students need to achieve, need to do to achieve, shouldn't be a mystery to them. They shouldn't be getting an assessment at the end and going, "Oh, I haven't learnt any of this," or, "I don't even know what that means." It should be related to the work they've been doing, and we need to share that with our students. And many schools do use learning intentions in the classroom along with success criteria as part of their teaching and learning to assist with students understanding what they're going to be assessed on, either on that day or throughout the unit.

Also, looking at that process for programming and looking at the flow chart, this just gives you a little indication of the kinds of documents that you need to access to plan your assessment and to gather your assessment and also to plan in general for programming. I just wanted to put that up. And I'm also sharing on the next page….

Something that the curriculum advisors from up north have done and kindly shared with me. They actually took that flow chart and then added some text next to it that explains a little bit more fully what you're doing and what resources you're using at each step in the planning process. And I loved that - I thought that was great - so I'm sharing that with you today. So, when I look at that sort of green and teal section in the middle, I can see that I'm really focusing on my key ideas, my concept and my syllabus content, to work out my assessment strategies and how I'm going to gather my data. And then I also might use the numeracy continuum to work out where my students are at on that learning continuum.

So, our syllabus states this focus on assessment for, as, and of learning. Now, I think in our previous policy that we have from the Department, we talked about assessment for and assessment of learning. We now have an added section around assessment as learning. And all of these types of assessment, they incorporate self-assessment and peer assessment, strategies for students to evaluate and monitor their own learning, so that idea of setting student goals so that they can know where they're going to next in their own learning, and then feedback. And that helps the teachers and students decide what they're ready for next, and that links to our numeracy continuum as well.

So, assessment for learning. it's to inform our teaching. It's sometimes referred to as formative assessment. That's not the only aspect of assessment for learning, but it's generally a word that's referred to it the same time as assessment for learning. And it occurs throughout the learning cycle like we had at the beginning, that it's not just at one point, and it's to clarify students' learning. It could involve pre assessment tasks, diagnostic assessments, ongoing assessments, and it's going to be an ongoing process throughout, but it could definitely be something that you do at the beginning of your unit of learning before you decide on how in-depth you will go into that outcome or what your students already know, so looking at some prior knowledge as well.

So, another quote there from Dylan William is that this formative assessment idea, it's about the teachers and students working together, and the information to be used as feedback to modify what we're doing. And I think that's really important for us as teachers as well, to receive feedback. I know we're talking really about student assessment today. But even yourself, you often self-reflect on feedback after a lesson or a unit of learning, and think, "OK, maybe, you know, that wasn't the best today. Maybe I shot too high for my students, or I didn't go into enough detail or I went a bit off track." So it's really good to have those reflection sessions for yourself as well, and assess and think about how your teaching and learning programs are going, as well as assessing the students and providing them with feedback. You might be game enough to ask your students for feedback on how your lesson went. You might not always get a response that you're looking for, but you can guide that. You can guide that kind of feedback you get from students. I know many schools that use things like, you know, 'wish on a star' kind of processes where you're getting the students to think about positive and critical feedback without it being negative.

So, an example of assessment for learning... This is just an example straight from SENA 2 that we use for programs like Count Me In Too. So, "I've made 27 cakes. 6 cakes fit in a box. How many boxes will I need? How did you work that out?" So, we're trying to look for ways in which the students...use to solve that problem. And then we need to look at, do they understand remainders, do they understand using multiples to assist in solving what is generally a division question? And this is going to help me to place them on the multiplication/division aspect of the numeracy continuum to then guide my teaching. So if all of my students have no idea how to solve this problem and try and count by ones or their answer is far off, or they add 27 and 6 together instead of seeing it as a division, or they take it away, I know that I'm going to have to change what I'm planning on teaching to match where my students are at. You might have students that all understand that concept and can give you a correct answer and then explain how they came to it - either they gave you the extra box and there were some gaps in the box, or they only gave you the four boxes and there were some cakes left over. So if they're at that stage, you might want to extend your teaching further. So the assessment is for the learning that's coming up next.

Assessment as learning. So this is sort of a newer section into our syllabus and into our idea around what assessment can be used as. And this is where students are their own assessors and they monitor their own learning and they make decisions about what they're wanting to learn next and what they think they're ready for. So, this has to be done within consultation of the teacher. And it's really about students' self-assessment. So, when I read "assessment as learning", it really brings me back to that Quality Teaching framework about students' self-direction and about them having some control over their learning. And it's moving them from what they know to the unknown. So, "How do I take that next step from what I already know?" So, an example here is just from the Board of Studies Assessment Resource Centre, the ARC website. It's been around for a very long time, and all the assessments are still to do with our current syllabus, but there's some really good assessments in there. They also have them graded. That's a good discussion to have on if you agree with the way they've graded the student work samples in there. But they've got some really nice little activities that you could utilise in your classroom or change around to make it something different. So, there was just a scenario where the students are presented with, "The answer is 20. What could the question be?" Or, I guess, "What could the questions be?" might be a better way of stating that. And so the students record number sentences using numerals, symbols and words, and the idea is that they include different operations. And that would be stated to the students. And so the criteria for that is it's about them demonstrating the relationships. Do they use addition, subtraction, multiplication and division around that number 20? And that they're constructing a variety of mathematical problems using different operations. This is a Stage 1 task, by the way.

So, there's an example from that ARC website of what one student did. I think it's actually particularly for Year 2. I did say Stage 1. I think it's definitely for that...the end of the learning. But I think what you could do with this - instead of just having it as, like, a summative assessment, I would use it as assessment as learning. So it's having the students write something as they're working it out, and then sitting down and either chatting with them one on one or in a group. You know, "What did you think you did well?" OK, so, "What part of that problem did you answer well?" So, "What did you know how to do?" So, this person obviously knows how to use addition and some subtraction to make the number 20. So, what might be your next learning goal? So, you might want to either refer to syllabus dot points or you might want to refer to aspects along the numeracy continuum. And so you can already see that this student uses no division or multiplication. That might be somewhere they go. They try to add more than two numbers together there in that last number sentence, but didn't quite get the idea right, so maybe it's some flexibility around how they view numbers as well. And they started that process there with a word-based problem, but didn't quite get there. So maybe that would be something that would be their next learning goal. So, it's just that next little step, so involving them in that assessment process. What would they like to improve on?

Then we come to assessment of learning. So, this is generally where we look at achievement against outcomes and standards. And it's sometimes referred to as summative assessment and it occurs at defined, key points during a unit of work or at the end of a unit of work, term or semester. And so this is that assessment you're doing to see what they've learnt, how they've come to this understanding. All the work you've been doing, all the teaching and learning activities and lessons you've been working through with the students, has it come to a point where they now understand that concept you had set out from the beginning?

So, here's another little book. I'm giving you the full collection of Dylan William books today. Well, not quite, but here's another one. It's a very small book and quite easy to read. It's 'Mathematics Inside the Black Box' and it's just a case study they did around assessment, mainly in secondary schools, but it's a great little read. And they had this question in there about what fractions could be represented by this diagram. And so, it's that idea of part-whole knowledge, part-part relationships and equivalent fractions. So I'll hand it over to you for a moment in the chat pod. What fractions could be represented by this diagram? "4/10ths." Lovely. "2/5ths." Yes. Any others? "6/10ths." Yes. I didn't say it had to be the shaded part. Very nice, thanks, Tracey. So, if we can see 6/10ths in the shading part, what else could that be in the non-shaded part? "3/5ths." Thank you. Thanks. There's also this idea behind what we assume that shape represents. So all of those fractions that we've talked about are all assuming that that image is one whole, OK? So, in the book it also gives some examples of how it could three halves, or 3/2, if you saw that picture there as representing two and a half. So if I look at that shaded section and assume that's one, the next four lots of rectangles as another one, and then next two rectangles as the half, I could then see that in the non-shaded part that that's three halves out of two and a half. So, it's looking at it beyond what's just there in the picture. So, you could also see six quarters if you did it that way as well, seeing the image as two and a half. And there's also one where you could see that image as one and two-thirds, so that the section that's all unshaded is the one, and then the shaded section is two-thirds, so it's one and two-thirds. So, it's sort of looking outside the box. And we didn't actually tell the students that that diagram was one whole. It's generally what we use when we give them these sort of assessments. But it's sort of trying to get beyond just colouring in fractions. We want them to actually see the relationship, and a lot of people did see some equivalent fractions there that it could represent, remembering that if you show some of those equivalent fractions that were smaller, we'd need to create more lines across that diagram. But it's a really nice assessment of learning, to see what students understood around part-whole knowledge and relationships to do with fractions. So, open-ended questions definitely help our students to explore just beyond that one answer. So, you could definitely look at that and just accept that students said, "Oh, it's 4/10ths," and that would be it, without going any further. So, we want to push our students past.

Another assessment of learning example... I don't know if Alex is on today from Granville East. We were talking just yesterday and I said, "Oh, I'm going to put that in my presentation tomorrow." She was talking about that in her school and in a class she's been working with, they've been getting the students to create videos around explaining improper fractions using visuals, materials, diagrams or concrete objects. They had to record what they'd learnt about improper fractions so that they could explain it using video. And I thought that was a great thing, to really being able to communicate, they'd have to provide reasons, and they're actually having to problem-solve. Those things are all necessary to complete this task. And we're trying to have that focus in our new syllabus, that the content we're presenting, we're teaching it through those Working Mathematically processes or components. They also watched some mathematics videos on YouTube. Not the one that I've got linked there, but that's another great way to sort of flip your classroom around and get the students to watch some videos either before they come to class or while they're in class. That one I found is Whitchermath, this guy that's on YouTube. And I quite like the way he uses rectangles and they're the same-sized whole to explain adding and subtracting of fractions with different denominators. So, there's really a wealth of great videos out there on YouTube. Just got to be a bit careful about which ones you choose to use in the classroom. But it's a great way to explain, using visuals. And in the school where Alex is, they also use QR codes when they're sharing these assessment practices with other students or parents. And they can just...that just links straight to where the videos are housed as part of the school. So another great way to assess learning.

And on that, some people from South Western Sydney when I was out there might remember that I did a project around using SMART Notebook, the SMART Recorder within SMART Notebook, as an assessment tool. And so the whole idea was that we record the students working out problems. You can hear the voices of the students - you can't see the students - which I think is important. You can also record the written work that they're doing as they're solving the problems. I've added in about three of these videos in the file pod today if you want to have a look at them. They're really easy to use, the SMART Recorder, if you've never used it before in SMART Notebook. And we thought it was wonderful because a lot of the kids, when they started out, they would do all this wonderful working out, and then they'd rub it out and they'd write the answer. But because we recorded the session, we got all of that there as well. And I think it's a great tool for parents. We showed some parents at Revesby South the work the students had been doing, and they could hear the words the students were using to communicate their ideas. And to me they're almost like a running record for mathematics. And this is where I can see their understanding and fluency when they work like this. So you can't always be there listening to what students are saying when they're working things out, so why not record it? And there's of plenty of iPad apps that do a similar thing, Educreations explain everything. So, there's plenty of other ways you can record as well, but I like to Notebook because I can just save it pretty easily straight onto my desktop, and I could use it for lessons as well. And we actually use some of these videos... We got some students who are really quite good at explaining things and got them to be mini teachers to other students and other grades. So it's a great assessment of learning, but then you can also use it as assessment as learning and for learning as well. So using video to record really provides that added bonus of being able to hear what the students are saying when they're solving their problems.

So, I want to provide a range of assessments for our students as well. It needs to be valid and reliable, and there needs to be a balance between informal and formal evidence gathered. And this is to help the students demonstrate the extent of their knowledge and using a range of resources and even using ICT as part of the way that they actually produce their work and their assessments.

So, what type of assessment strategies do you use in your classroom or school? Have a few little suggestions in the pod. Yep, so things like rubrics, where the students can choose activities that they want to be involved in. Daily observations, yes, when doing group work. "Differentiated," yes. "Work samples. SENA, diagnostic," yes. "Peer assessments," lovely. Video. "Explain Everything." Yeah, I mentioned that. It's a great one, isn't it? Yep, "work samples". I gather that's supposed to say 'reflections', which is really good. Yep, "interviews with one-on-one." Yeah, particularly for students who have language backgrounds other than English, that's really helpful. "Log books," yep. Great. "Group work." Yeah, and there's different ways that we can record that as well. So, there's lots of different strategies we use in the classroom. And that's really important, that we do provide that variety for our students because not every student is going to cope with, let's say, a written assessment, and not every student's going to cope with presenting to the whole class. But they really need to have a collection of them so that you can gather your evidence and see it in different ways, that they're applying their knowledge.

So, some of the types of assessment that our syllabus talks about - teacher observations, that one was on there. Yeah, photos I can see in the chat pod now as well, and game-based assessment. They're excellent ways to assess our students. That peer and self-assessment, so having those goals and maybe a journal that the students write things about "Things I've learned are..." or "My biggest improvement is..." Yeah, "the question and answer at the end of a lesson." Thanks for that, Lenore. Really good suggestion. Collaborative activities - paired activities, brainstorming, working together. And making sure that everyone has a job when you're doing something like that, and even if they want to assess the other peers within their group. Yeah, the Frayer Model is excellent. I've used that for assessment as well. So, it's just having that variety there. Some other types of assessment - inquiry-based learning activities around students' personal interests and having them design up their own learning contracts. I think that's really important, and not just for your GAT students, but for all students. Something that interests them. Let them do a project on it within the class setting. Practical activities - using manipulative materials to demonstrate understanding. Presentations - either posters or videos or blogs or whatever you'd like to get the students to use as a presentation mode. And this is really how you can start to see how you would be assessing things like the use of ICT and critical and creative thinking, some of those learning across the curriculum areas through the content. So, this is where those embedded general capabilities are going to be seen. And also just a collection of student work as well - things like problem solving activities and investigations.

It's important to note that it's not just about pen and paper. Our syllabus requires students to model, make, describe, draw, create, use, manipulate, measure, compare. These are all words that link to hands-on tasks, where you're going to need to use the use of observations, photos, videos, take notes, observations, reflection and peer assessment you could do with a hands-on task as well. But they're required to do more than just write answers, so it's important they're given opportunities to show they can fulfil that outcome, or that unit of learning, in a physical, hands-on way as well as being able to write.

It's really important to note in our syllabus in the general principles document that's in the pod today, it has outcomes in the central part of assessment. So when you're talking about how you're going to gather the evidence, what evidence is required, what is the content for the learning experiences that are going to inform the feedback, and knowing if there's enough evidence, it all links to outcomes.

So, if you were on board last series, I looked at a few concept maps of programming or scope in sequencing out a unit of learning. So, here we've got three-dimensional space. The blue ellipse around the centre, they're all the key ideas, and I know the places where three-dimensional space link with two-dimensional space and length as well. And then the outer sections that aren't the substrand titles are actual dot points from in the syllabus content. So these are the things that I would want to be doing, all related to this sort of one main topic of three-dimensional space, but I'm making those connections, so I would be teaching length and 2-D space at the same time. Maybe it's over a couple of weeks in this unit of learning. So I'm making those connections at the beginning, when I'm thinking about my programming and then also when I'm planning those assessment strategies.

So, there's just the dot points straight from the content section of those and where I got it from. And you need to link concepts where they can be made. So you could also link this to angles, whole number or position. There's also links in there. And there's definitely some prior knowledge around the relationship between 2-D and 3-D that'll be required as part of this learning that I would be looking at.

So, I'd set up a task that these students would then be doing at the end of this unit of learning, so in this case it would be more of a summative assessment. So, here's my little task here, that Nestlé have asked you to redesign their 50g Smarties packaging to hold more Smarties. What could be better than more Smarties? "The current box holds approximately 50 Smarties." I didn't check. I did Google. "Design a package that will stack well and will hold at least 70 Smarties." And they're going to be assessed on the 3-D model they make, their 2-D drawings, their net, and their reason for their design. So, they're the outcomes that I'm assessing there. And so, now, once I've had this idea of the assessment I'm going to create, then my teaching and learning that will happen before they end up completing this assessment that is going to make sure they can attain the outcomes. The little blog link on the side there about maths and Smarties, that was what I found as well that has some nice little activities about things you can do with Smarties in your classroom, if you've not done that before.

I then have a criteria for assessing the learning based on that assessment. So, these are all things that I want the students to be able to do. And these all connect to that idea of spatial awareness, so understanding visualisation and measurement and how that links to making my model. So, all of those dot points are things I want them to be able to do by the end of the unit in that columness...concluding assessment. That's gonna be easier than me trying to spit that word out. And so, this evidence might be collected along the way. They might not produce all of that on one day. They might start their planning around 2-D as part of the unit of learning I do around two-dimensional. But I want to make sure that this criteria is explicit to students, that they understand that they're going to need to draw a net of a three-dimensional object, use centimetres and/or millimetres to help them construct the net. They need to make sure that their measurement is correct and that it links with the idea of the features and properties of those two-dimensional shapes, like the side properties. They then need to be able to make the model and provide reasons for choosing their design. And, actually, when I was online looking for an image to match up with there from the Smarties packet, I actually saw the one from the UK, and I didn't know they had a different packaging. And theirs, I think, is actually a hexagonal prism, so don't send your students there first to see that. But it's interesting to see what other shapes students might create and their reasoning behind why that would be a good shape for their package. So, it's just making all those things clear up-front in my planning and then that will influence the teaching and learning I do before I get to the assessment. I know I've gone overtime a little bit, but hopefully you can bear with me. I'm doing the chat and the presentation.

But just quickly - reporting to parents. It's important to note that our policy says that "in Maths and English, reports will show achievement information for each broad syllabus strand". Now, I know the new English syllabus doesn't have strands, hence why you're now just using a general comment if you're using SBSR. But we don't have to report to parents on individual substrands or outcomes. That's definitely part of how we program and how we set up our teaching and learning, but we don't need to assess absolutely every single... You don't actually... Sorry ..have to give a grade to every single assessment we do with our students. You can choose to do that, if you look on the A-E reporting website. You can choose to give each task a grade. I think that's quite over the top and I would only use the scale when grades need to be allocated, i.e. at reporting time. But you can choose, and maybe that's a school-based decision. But as long as you've got the evidence to support when you make that grade allocation at report time, I think you don't need to have those sort of rubrics for absolutely every single task that you complete with your students.

So just, quickly, some advice for SBSR schools. Mathematics is optional this year. If you choose to implement this year, you can continue using the current strands the way they are because the content is still there, it's just moved into different areas in general. We're looking at trying to make sure there's a template created for SBSR for Semester Two that will reflect the new strands in the Mathematics syllabus. OK, so it'll just Number and Algebra, Measurement and Geometry and Statistics and Probability. And just note that Mathematics won't be a strand on its own. - we're trying to see that embedded - and the new policy will reflect this.

So, just some final comments from me. Assessing, and assessing for, of and as learning, it's an approach for teachers. It's not just a collection of tasks. It's the way in which it guides our practice. So quality, effective assessments are part of the planning process, not just an add-on at the end. They shouldn't be onerous for you or the students, and, yes, it definitely happens, and, I think, as teachers we over-assess, but it's because we want to make sure that our judgement is based on evidence. But as I said, there's no need to do a rubric for every single assessment you're doing with your students, particularly if it's something like observations, but you definitely want to make sure that evidence is linked to the outcomes you're teaching in your classroom. And you want to make connections in assessment. I had a fair few outcomes in my assessment example, but they all link together. There was a reason why they all sat together. I don't just want to try and assess every single outcome for the whole term in one assessment task.

Just off topic a little bit for today, but just to give you some information, a lot of schools are asking, "Well, where do I start with all of this TPL that we're providing from State Office?" And that's a really good question. So we've created this interactive PDF. It's in the file pod today, which I'll go to in a moment. And it just shows you a suggested timeline. If you haven't accessed any of these... Well, you guys are obviously accessing them today. But if this is something new and you haven't accessed any of the other resources we have, this is just a suggested way in where you should start. Feel free to start anywhere along that continuum. But all those buttons, when you download the PDF, are all linked. They all hyperlink to the sites where those resources are, so it's just to give you a bit of a hand.

If you're trying to locate your Educational Services personnel in your local area, that image there is hyperlinked, and it's just through A-Z directory under 'public schools', and there I've circled the link that can help you find the contact person to call if you've got any questions around curriculum.

I'll say thank you for listening, thank you for holding on for an extra few minutes today and bearing with me trying to work the chat as well as the presentation. The next one is in two weeks time on 10 June. I'll just move to my conclusion slide now.

Just a reminder that that's in the middle there - hopefully you can see it - is the link to where the recordings are kept. But I will send out the link tomorrow. There's lots of files in the pod today around the policies, standards and principles for assessment, and some of the examples I showed you, as well as some of the videos of some of those students I used for SMART Notebook. So, I know it's hard to talk about assessment in half an hour, so hopefully that wasn't too full-on, knowing that you're all writing reports right now. So thank you so much for being involved today. I hope that was helpful. And see you in two weeks time. I will stay on the chat if anyone has any further questions. Thank you.

Return to top of page Back to top