Assessment can be used to provide information to direct teaching, provide feedback to students about progress or contribute to reporting. Although all of these are valid uses of assessment, they require different emphasises in assessment.
The national assessment of literacy and numeracy
The national assessment of numeracy will be held in Term 2 for Years 3, 5, 7 and 9. The assessment will be based on material students have addressed in the Mathematics syllabus. Further information, including sample questions, can be found on the website for the National Assessment Program: Literacy and Numeracy. (http://www.naplan.edu.au)
What is the teaching and learning cycle?
The teaching and learning cycle represents the four stages that occur in the design and delivery of classroom tasks that incorporate an outcomes-based approach. The cycle has no start or end point, with each step informing the next. It is the process of gathering data and reflection that dictates where in the cycle you need to be operating.
Curriculum Programming and Planning, Assessing and Reporting K-12 policy
Policy statement and policy standards for DET schools.
Consistent Teacher Judgement in Action
A resource for schools has been revised to reflect the Curriculum Programming and Planning, Assessing and Reporting K-12 policy. Its aim is to help establish the understandings necessary to ensure that consistent teacher judgements about student achievement can occur across all key learning areas.
What is consistency?
Consistency in relation to assessment occurs when teachers are able to make judgements about student learning that are not dependent on the individual teacher, student, location or time and are based on a shared understanding of syllabus standards of learning.
Establishing procedures and structures to provide sufficient time on a regular basis for teacher discussion about teaching, learning and assessment is the key to enhancing consistency.
Consistency of teacher judgement in mathematics
A PowerPoint presentation for teacher professional learning about achieving consistency of teacher judgement in mathematics.
What is moderation?
Moderation is a process where teachers compare judgements to either confirm or adjust them.
The process involves close collaboration to establish a shared understanding of what achievement of syllabus standards looks like and whether or not the student has demonstrated achievement of the syllabus standard. Teachers work towards making judgements that are consistent and comparable.
Consistency of moderation in mathematics
A PowerPoint presentation for teacher professional learning about consistency of moderation in mathematics.
What is assessment?
Assessment is the process of identifying, gathering and interpreting information about students' learning. The central purpose of assessment is to provide information on student achievement and progress and set the direction for ongoing teaching and learning.
Schools are to undertake assessment to collect information about students’ learning. This will occur through both formal and informal activities.
Consistency of assessment in mathematics
A PowerPoint presentation for teacher professional learning about consistency in assessment in mathematics.
Key messages of reporting
A – E grades or the equivalent word descriptions is a common grading scale which is based on clearly defined state-wide syllabus standards drawn from the Board of Studies syllabuses.
The Common Grade Scale developed with the Board of Studies contains descriptions and associated grades A-E or equivalent words, which can be used to report student achievement in Years 1-10. This link offers support material for teachers to assist with reporting student achievement.
Stage 4 assessment
Examples of mathematics assessment tasks suitable for Stage 4 students. These resources are continually being supplemented.
Stage 5 assessment
Examples of mathematics assessment tasks suitable for Stage 5 students. These resources are continually being supplemented.
Securing their future - Mathematics (1.18 Mb)
Mathematics assessment material for the School Certificate. Section 1 provides information about quality assessment. Section 2 provides a series of assessment tasks which were trialed in a range of school contexts across New South Wales.