Highly Effective Teams Roundtable Public Schools NSW Conference April 2014

Transcription

1 Highly Effective Teams Roundtable Public Schools NSW Conference April 2014 Achieving Adaptive Enabling High Performance: Validation of student assessment, including collaborative assessment

2 Validation of student assessment, including collaborative assessment New work in High Performance is focused on supporting more holistic assessments of student learning along with improved understanding of the alignment between school-based and external assessment data. The round table will discuss plans to: focus on students learning and achievement across the range of curricular and extra-curricular aspects, including assessment of student engagement, learning behaviours and syllabus-related curriculum provide frameworks and systems to help schools validate schoolbased assessment, aimed at improving consistency of assessment judgments and interpretation at both school and system levels. The session will outline how the Department will partner with ACARA as co-contributors in the international Collaborative Assessment Alliance, a project to create innovative collaborative assessment tasks to measure 21st Century skills.

3 20/20 session 20 mins Presentation of proposal 20 mins Reflection and discussion Groups of 3 4 mins each Reflection = 4 mins 2 mins each Comment = 6 mins 5 mins Group Conclusions = 5 mins 6 mins Whole Group Feedback = 5 mins 20/20 Key Questions Why is this important? How can I/we best contribute? What impact will my/our contribution have?

4 What we know; What we need Student learning Student learning is more than literacy and numeracy Assessment should be more than NAPLAN Move towards a more personalised (not individualised) learning for all students Greater student voice Focus on developing qualitative data to lead /complement quantitative data Enhance the ability to track individual progress on a broader range of measures. ThinkTank June 2012

5 Successful learners Lead the learning of essential skills and abilities for each student: in literacy and numeracy to be creative and productive users of technology to think deeply and logically to obtain and evaluate evidence in a disciplined way to be creative, innovative and resourceful to plan activities independently, collaborate, work in teams and communicate ideas to make sense of their world to acquire the skills to make informed learning and employment decisions throughout their lives

6 Confident and creative individuals; Active and informed citizens have a sense of self-worth, self-awareness and personal identity to manage their emotional, mental, spiritual and physical wellbeing enterprising, show initiative and use their creative abilities develop personal values and attributes such as honesty, resilience, empathy and respect for others confidence and capability to pursue university or postsecondary vocational qualifications relate well to others and form and maintain healthy relationships act with moral and ethical integrity are able to relate to and communicate across cultures are responsible global and local citizens.

7 Student Learning Student learning and assessment WHOLE CHILD Self-concept Engagement Citizenship Social emotional Learning capacities Physical Academic

8 Successful Schooling Toolkit, Effective Philanthropy

9 A dynamic learning system Student Learning Assessment of holistic learning Staff and Leader Learning Building individual and collective capability School Learning Self-regulation and efficacy Planning, Implementing and Reporting Consistent Standards Validating judgements Accreditation and Recognition Australian teaching standards and principal standard Validation Processes External audit and validation teams

10 Student Learning School based assessment Curriculum performance descriptors (PDs) for each curriculum area, 3-12 Capturing student progress against PDs Validating school assessments Developing online testing for core curriculum areas for primary and secondary, incl for Gen capabilities Using external tests to help validate school assessments Ongoing monitoring of student progress Integrating Best Start, Lit/Num continuum, NAPLAN, ROSA & HSC

11 Starting points Melbourne Dec and Principles of Assessment & Reporting in NSW Strong system and school level capabilities in literacy & numeracy (Best Start assessments; Literacy & Numeracy continua K-10; PLAN reporting; literacy & Numeracy program assessment frameworks and assessments; Tests Online) ESSAOnline SMART for NAPLAN, ESSA and HSC ESL scales?? Others? Narrow or vague definitions of student learning Disconnected assessment instruments and scales Common CPDs, for Year 10 only Generic A-E grade scales, generally inconsistently applied within and across schools Over dependence on NAPLAN results to measure school performance Insufficient assessment instruments for non-cognitive domain Inadequate assessment processes to track student progress over the K-12 range

12 ESSAonline Principles of Assessment and Reporting in NSW Public Schools Literacy & Numeracy continua K-10 and PLAN software

13 .... towards more powerful student assessment systems Broader definitions of learning focused on the whole child Drawing on a variety of assessment a rounded picture of student learning More personalised assessment processes for students, staff and parents. Coherent frameworks for student assessment across all areas of learning, providing clear goals and learning progressions for every student and every school School-based assessments inclusive and responsive to different learner needs and inform what students are achieving and how they are progressing Standardised assessments primarily used to validate school based assessment and to maximise consistency of assessment and marking within and across schools High quality professional learning about assessment as a driver for high student achievement, and for knowledge generation and innovation in assessment practices Greatly enhanced system ability to track individual progress and plan future learning Others?

14 1. NEED FOR ASSESSMENT REFORM Assessments of student learning are increasingly being sought to assist in: clarifying starting points for action investigating details of student learning and performance monitoring improvements and evaluating educational interventions motivating effort and encouraging self-monitoring providing feedback to guide future action. The fundamental purpose of assessment is to establish where learners are in their learning at the time of assessment 2. DESIGN PRINCIPLES FOR LEARNING ASSESSMENT SYSTEM Empirically based learning domains Domain-appropriate assessment methods Rubrics for recording observations Drawing evidence-based conclusions Feedback and monitoring. At the heart of a Learning Assessment System: a distinction between assessment as judging and assessment as understanding

15 Chapter 4: STUDENT ASSESSMENT: PUTTING THE LEARNER AT THE CENTRE Student assessment is essential to measure the progress and performance of individual students, plan further steps for the improvement of teaching and learning, and share information with relevant stakeholders. This chapter describes the approaches that countries take to assess individual students. Building on a discussion of impact, drivers and contextual developments, it discusses the governance of student assessment systems, assessment procedures and instruments, capacities needed for effective student assessment and the use of assessment results for different purposes. The chapter concludes with a set of pointers for policy development.

16 Figure 4.1 Conceptual framework for student assessment

17 Student Assessment and Validation Project To develop a system that creates a holistic picture of student learning experiences and achievements through the aggregation and analysis of rich and varied, valid and reliable data sets. The system will inform decision making for the formulation of initiatives to improve student learning deliverables: quality student assessment frameworks and instruments to guide internal and external assessments online on-demand student assessments for validation online student survey tools a centralised online student assessment profile and tracking tool dash-boarded data sets collaborative professional learning modules, for face-to-face and online delivery.

18 VALID- S&T S&T/S Assessment Framework Pilot test S&T6 Item database On-demand Trialing Yrs 6&7 Teaching Strategies PL modules ESSA8 ESSA Test mandatory ESSA to be non-mandatory VALID- Sci8 S&T/S Assessment Framework Item database Trial/Pilot VS8 Pilot test VS8 On-demand Teaching Strategies ESSA10 Trial & Pilot test (Teaching Strategies) Item database Pilot test ESSA/VALID S10 VALID- Sci10 S&T/S Assessment Framework Item database Trial/Pilot VS10 Pilot VS10 On-demand Teaching Strategies

19 The VALID model New NSW syllabus/es for a KLA Leveled standards-referenced assessment framework for VALID tests Test briefs for tests for each stage in agreed stage range For each test Train/brief item writers Write and refine item sets Trial items in multiple test forms Develop pilot test Run pilot test to collect state data Auto and teachermarked in centralised reporting system Test available online on-demand for optional use by schools Common reporting scale and subscales Student assessment profile and validation system

20

21

22 A global alliance made up of a number of local member alliances at a district, state or country level, each working with experts to create collaborative assessment tasks, which are used with their students to measure 21st Century Skills. The project aims to support schools and systems to prepared students for an increasing global demand for higher order complex skills and will assist schools and students prepare to demonstrate high order skills in PISA 2015 when collaborative assessments are introduced.