Secondary assessment

"Assessment is most effective when it is an integral part of teaching and learning programs" What works best: 2020 update

Overview

The NSW Education Standards Authority (NESA) has given principals and school sectors the authority to decide which syllabus outcomes and content they teach and assess for Years 7-10 in 2020.

Teachers are best placed to continue to make the right decisions about the sequence, the emphasis to be given to particular areas of content, and any adjustments required based on the needs, interests, abilities and contexts of their students.

In planning units of work, teachers consider the following guiding questions to integrate assessment in their teaching and learning.

  • What are your students going to learn?
  • How are they going to learn it?
  • How are you going to know that they learned it?

NESA’s advice on assessment is a useful overview of assessment in the classroom. It outlines key principles of effective assessment and provides detail about the three main approaches to assessment: assessment for, as and of learning.

Resources designed for learning from home are adaptable for in class learning

Quality units of work, sample programs and integrated assessment tasks are available for all learning areas 7-12.

Check-in assessment Year 5 and 9

The Check-in assessment is an optional online reading and numeracy assessment for students in Years 5 and 9. The check-in assessments will be available to schools in Term 3, Weeks 5-7 (17 August to 4 September 2020).

Learning area specific advice and resources

NESA has made changes to the HSC and K to 10 curriculum requirements for 2020 during the coronavirus outbreak. These decisions aim to protect the health and safety of students, parents and teachers and affect practical and performance examinations in the creative arts. NESA has given principals and system authorities the power to determine the number, type and weighting of tasks for HSC and Year 11 school-based assessment.

School-based assessment should continue to be informed by the components identified in the assessment and reporting documents for each of the syllabuses.

The creative arts statewide staffroom continues to support teachers in learning from home and at school.

The creative arts curriculum page provides a repository of teaching and learning resources to support teachers of dance, drama, music and the visual arts.

NESA has made changes to the HSC and K to 10 curriculum requirements for 2020 during the coronavirus outbreak. These decisions aim to protect the health and safety of students, parents and teachers and affect the requirements for the Major Work Multimedia – Short Film for English Extension 2. NESA has given principals and system authorities the power to determine the number, type and weighting of tasks for HSC and Year 11 school-based assessment.

School-based assessment should continue to be informed by the components identified in the assessment and reporting documents for each of the syllabuses.

The English statewide staffroom continues to support teachers in learning from home and at school.

The English curriculum page provides a repository of teaching and learning resources to support teachers.

NESA has made changes to the HSC and K to 10 curriculum requirements for 2020 during the coronavirus outbreak. These decisions aim to protect the health and safety of students, parents and teachers. The Society and Culture Personal Interest Projects will continue to be externally marked and the due dates are unchanged. NESA has given principals and system authorities the power to determine the number, type and weighting of tasks for HSC and Year 11 school-based assessment.

School-based assessment should continue to be informed by the components identified in the assessment and reporting documents for each of the syllabuses.

The HSIE statewide staffroom continues to support teachers in learning from home and at school.

The HSIE curriculum page provides a repository of teaching and learning resources to support teachers.

NESA has made changes to the HSC and K to 10 curriculum requirements for 2020 during the coronavirus outbreak. These decisions aim to protect the health and safety of students, parents and teachers. Oral language exams will start seven days later than planned on 15 August and finish on 19 September. The updated oral language exam timetable is now available. NESA has given principals and system authorities the power to determine the number, type and weighting of tasks for HSC and Year 11 school-based assessment.

School-based assessment should continue to be informed by the components identified in the assessment and reporting documents for each of the syllabuses.

The Languages statewide staffroom continues to support teachers in learning from home and at school. It is a Yammer group for department high school language teachers.

The Languages curriculum page provides a repository of teaching and learning resources to support teachers.

NESA has made changes to the HSC and K to 10 curriculum requirements for 2020 during the coronavirus outbreak. These decisions aim to protect the health and safety of students, parents and teachers. NESA has given principals and system authorities the power to determine the number, type and weighting of tasks for HSC and Year 11 school-based assessment.

School-based assessment should continue to be informed by the components identified in the assessment and reporting documents for each of the syllabuses.

The Mathematics statewide staffroom continues to support teachers in learning from home and at school.

The Mathematics curriculum page provides a repository of teaching and learning resources to support teachers.

NESA has made changes to the HSC and K to 10 curriculum requirements for 2020 during the coronavirus outbreak. These decisions aim to protect the health and safety of students, parents and teachers. NESA has given principals and system authorities the power to determine the number, type and weighting of tasks for HSC and Year 11 school-based assessment.

School-based assessment should continue to be informed by the components identified in the assessment and reporting documents for each of the syllabuses.

The PDHPE statewide staffroom continues to support teachers in learning from home and at school.

The PDHPE curriculum page provides a repository of teaching and learning resources to support teachers.

NESA has made changes to the HSC and K to 10 curriculum requirements for 2020 during the coronavirus outbreak. These decisions aim to protect the health and safety of students, parents and teachers. NESA has given principals and system authorities the power to determine the number, type and weighting of tasks for HSC and Year 11 school-based assessment. This includes making determinations about all mandated tasks that are internally assessed in science (Science Extension and depth studies in Investigating Science, Biology, Chemistry, Physics and Earth and Environmental Science).

School-based assessment should continue to be informed by the components identified in the assessment and reporting documents for each of the syllabuses.

The Science statewide staffroom continues to support teachers in learning from home and at school.

The science curriculum page provides a repository of teaching and learning resources to support teachers.

VALID quick quizzes can provide instant student feedback and serve as a diagnostic tool for teachers.

STEM curriculum models can vary in secondary schools. Assessment in STEM curriculum programs in schools should follow NESA advice given for Science, TAS and Mathematics as appropriate.

The STEM secondary statewide staffroom continues to support teachers in learning from home and at school.

The STEM curriculum page provides a repository of teaching and learning resources to support teachers.

NESA has made changes to the HSC and K to 10 curriculum requirements for 2020 during the coronavirus outbreak. These decisions aim to protect the health and safety of students, parents and teachers and affect HSC projects in the Technologies.

NESA has given principals and system authorities the power to determine the number, type and weighting of tasks for HSC and Year 11 school-based assessment.

School-based assessment should continue to be informed by the components identified in the assessment and reporting documents for each of the syllabuses.

The TAS statewide staffroom continues to support teachers in learning from home and at school.

The TAS curriculum page provides a repository of teaching and learning resources to support teachers.

For students learning English as an additional language or dialect (EAL/D) teachers should consider the following guiding questions to integrate assessment in their teaching and learning:

  • Has information about what is to be assessed been communicated to students in a variety of ways including written, spoken, visual and home language, which can support students to understand the purpose for learning? The Henry Parkes Equity Resource Centre has a range of bilingual resources, including bilingual dictionaries and picture dictionaries, which can support students understanding.  
  • Has information been explicity explained to students about how both content knowledge and English language structures, features and social purpose will be assessed? The ESL Scales provides information for teachers about English language structures and features.

English language proficiency should continue to be assessed using the EAL/D learning progression (PDF 398KB) through engagement with the syllabus and in collaboration with class teachers.

The EAL/D statewide staffroom continues to support teachers of EAL/D students.

The EAL/D School Evaluation Framework (PDF 392KB) provides information to support schools with EAL/D students to improve practices about planning, assessment and reporting.

Return to top of page Back to top