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Site content
The purpose of this site is to promote the use of assessment for learning practices.
To illustrate and encourage the use of assessment for learning, teachers are provided with a number of assessment tasks, annotated worksamples and complementary professional learning modules.
Each task has the following components:
- An overview of the task which includes the content to be assessed and the form of the response.
- A series of curriculum links that set out the relevance of the assessment task to the curricula of each State and Territory.
In each case, the assessment task draws on broad curriculum organisers and, where appropriate, individual outcomes are noted.
However, the task does not attempt to provide comprehensive assessment of every part of the outcomes listed and teachers will understand that further assessment tasks will be necessary in order to capture all of the knowledge and skills implied in the outcome.
- A list of the prior teaching and learning that is assumed by the task. This contextualises the assessment task and is designed to assist teachers to recognise whether or not this task is an appropriate one for their students at this point in their learning.
- Teacher preparation. This section provides instructions and assistance for teachers in preparing for the task, as well as links to the resource materials that are available for download either as PDFs or Word documents.
- Scaffolding: Preparing students for the task. Teachers are provided with suggested teaching activities and ways of using the resource material to prepare students for the task. References to further opportunities for informal formative assessment are also included in this section.
- The task. This section provides instructions for the conduct of the task itself.
- Professional learning. This section provides assistance to teachers to identify the information about student performance that is evident in the completed assessment tasks. By completing the diagnostic grid, teachers can more readily identify patterns in class and individual performance.
The teaching and learning activities that follow this table are classroom activities that teachers might use in order to consolidate or refine student performance in relation to the expected qualities outlined in the rubric.
- Rubrics. Two copies of a marking rubric accompany each task. One of rubrics is intended for teacher use and the other, which is modified for younger students, is intended for use by students.
Rubrics are scoring or marking guides that list the qualities to be demonstrated in the completed task and describe the indicators that define student performance, skills and/or understanding of key concepts. Their use can provide increased consistency in the marking process and also give students an established set of expectations about what will be assessed and what standards need to be met. The annotated worksamples serve to support and illustrate the rubrics.
Teachers might consider involving students in the design of marking rubrics so that they better understand the qualities expected in the final product or performance.
The student rubric provides the opportunity for self-assessment, and teachers are directed to the two professional learning modules – 'Designing and using rubrics' and 'Student self-assessment' – for further discussion and strategies.
- Worksamples. Each task is accompanied by a number of worksamples. These were generated during the trialling of the tasks by teachers in classrooms across Australia and have been marked and moderating by a marking panel using the marking rubric.
Some of the worksamples are annotated, while others are not. The unannotated worksamples are those that are associated with the professional learning module, 'How to use the worksamples'.
Annotated worksamples illustrate the expected qualities listed in the marking rubric.
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