Transcript Consistency of teacher judgement Technology subjects (7-12) What is consistency?  Consistency in relation to assessment occurs when teachers are able to make judgements about student learning.

Consistency of teacher
judgement
Technology subjects (7-12)
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.
Consistency of assessment judgements
Consistency of assessment judgements needs to occur:
 across assessment tasks
 across teachers of different classes at a school
 across time (over a period of years)
 across schools.
Establishing procedures and structures to provide
sufficient time on a regular basis for teacher professional
dialogue about teaching, learning and assessment is the
key to enhancing consistency.
How is consistency developed?
Consistency comes about when teachers work collaboratively:

to plan teaching programs which clearly state the intended
learning

to develop common understandings of assessment
practices and/or tasks which reflect the syllabus

to examine student work against the standard of the
syllabus.
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)
Faculty planning for consistency
The teachers of each technology subject in the school
should collaborate to:
 discuss and interpret the intentions of the syllabus and
the syllabus standards
 prepare course plans, units of work and assessment
plans (aligned to reporting periods) that reflect syllabus
outcomes, content and requirements
 prepare assessment tasks, including agreed
assessment criteria, to reflect the syllabus standards
 implement moderation processes that enable
consistent and comparable judgements to be made
about the work of the cohort of students.
Contacts
Lyndall Foster
[email protected]
(02) 9886 7623
Bill Blake
[email protected]
(02) 9886 7542