5.3 Make consistent and comparable judgements

Demonstrate understanding of assessment moderation and its application to support consistent and comparable judgements of student learning.

The evidence collated is a summative assessment piece from a unit of work focussing on procedural writing. This evidence has been marked alongside a collaboratively created rubric, building off the learning intention and success criteria, linking to the Australian Curriculum (image 2). Over time, students constructed their procedural text with the gradual release of responsibility, accompanied by appropriate scaffolding that was needed to ensure they would be successful in the task. The learning intention and success criteria were clearly indicated at the start of the unit with clarity as to where it is coming from. From here, and throughout the class’s exploration of this text type, students discovered the different features needed within a procedure for it to be clear for the reader, achieving the learning intention. As a class, students created a discussion with their teacher considering what fair and reasonable criteria would be when it came to marking their summative assessments. Throughout the unit, this was added to and tweaked with discussion and reasoning to create the final rubric (image 1) whereby students assessed themselves honestly. It was important for me as an educator to involve the students in this process to ensure that we are on the same page and understand the task entirely. I used this summative assessment and rubric with the consideration of formative tasks (consisting of anecdotal notes) to identify each individual student's depth of understanding and learning (Klenowski 2012). In collaboration with the anecdotal notes and feedback given to students along the way, a checklist was used to display the data which made the process of marking manageable and efficient (Brady & Kennedy 2019). Prior to determining student’s grades, I had placed students' work into four piles consisting of either A, B, C, or M (minimal) to ensure that my marking was consistent and moderated fairly. It was harder than expected as some students I felt fell in between grades. When this was the case, I referred to the formative assessment items to make a consistent judgment and also worked through the reasoning with my mentor teacher.

References:

Brady, L & Kennedy, K 2019, “Keeping track of student learning: making judgements and recording results’, in Assessment and reporting: celebrating student achievement, 5th edition, Pearson, Melbourne, pp. 85–96.

Klenowski, V. & Wyatt-Smith, C. (2012). The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy, and Practice, 19(1), 65-79.

5.3 Make consistent and comparable judgements This page is part of the collection 'Professional Experience 3 - 12 AITSL Standards'.

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