Teachers will be supported in making consistent judgements when:

• they collaboratively plan teaching programs which clearly state the intended learning.
• they collaboratively develop common understandings of assessment practices and/or tasks which reflect syllabus – based planning and teaching.
• they examine student work against the standard of the syllabus within or across grades/faculties and schools to moderate their judgements.

“The single biggest issue facing teachers as they design assessments has nothing to do with assessment per se but with having a clear understanding of the learning outcomes they should have for students.” Arter 1998

Consistent practices and procedures around assessment and reporting occur in an environment that fosters and promotes collaborative dialogue at all stages of the teaching and learning cycle.

Professional Learning

Professional learning about syllabus standards helps develop a culture that works towards achieving consistent judgements about student achievement.
Consistent judgement is best supported in a culture where:

• There is an underpinning belief that consistent teacher judgement is fair to all students
• Teachers realise the value and importance of consistency, and are committed to working towards consistent assessment
• Teachers are involved in working collaboratively
• Processes for encouraging sharing and discussion are open, ethical, transparent and non-judgemental
• Teachers, parents and students have confidence in the validity of judgements made in schools.
  

Critical issues that support consistency of teacher judgement

• Recognition that assessment should link directly to, and provide evidence of, achievement of the standard expected by the syllabus.
• The use of previous assessment information to provide direction for the current program at both whole-class and individual levels.
• Identification, at the planning stage, of how, when and what will be assessed. These will include the diagnostic, formative and summative assessment opportunities that occur throughout the teaching and learning sequence.
• Acknowledgement that sometimes students demonstrate achievement of syllabus standards in ways other than those that teachers have planned. Teachers need to be open to these opportunities.
• Collaboration between staff to further clarify understanding of syllabus standards.

The role and needs of parents

• The implications of our work in consistency for our parent community.
• The needs of our parents in relation to consistency in teachers’ judgements.
• Involving parents in the dialogue about the professional judgements being made.
• Teachers benefitting from working more closely with parents?
• Examining the desired outcomes of collaboration with parents in this area.
• Professional development activities supporting a partnership between parents and teachers in exploring consistency.