Scribd
Upload
101 views2 pages

Table

The document discusses similarities and differences between assessment practices in the Victorian and Queensland state school sectors. Some key similarities are that the primary purpose of assessment is to improve student learning, and that assessment should be based on how students learn and be part of course design. The main differences are that Victorian schools have more flexibility in determining reporting formats, while Queensland schools must use a standardized template and report on effort/behavior in addition to achievement.

Uploaded by

api-313661617
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
101 views2 pages

Table

The document discusses similarities and differences between assessment practices in the Victorian and Queensland state school sectors. Some key similarities are that the primary purpose of assessment is to improve student learning, and that assessment should be based on how students learn and be part of course design. The main differences are that Victorian schools have more flexibility in determining reporting formats, while Queensland schools must use a standardized template and report on effort/behavior in addition to achievement.

Uploaded by

api-313661617
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Similarities

Purposes of
assessment include:
assessment for
learning (occurs
when teacher uses
inferences about
student progress to
inform teaching),
assessment as
learning (occurs
when students
reflect and monitor
their progress to
inform future
learning goals) and
assessment of
learning (occurs
when teachers use
evidence of student
learning to make
judgements on
student
achievement
against goals and
standards)
Primary purpose of
assessment is to
improve student
learning
Assessment should
be based on
understanding of
how students learn
Assessment should
be part of course
design and not
something to add in
afterwards
Good assessment:
Provides
useful
information
to report
student
achievement
to parents
Requires
clarity of
purpose,
goals,
standards
and criteria
Requires a
variety of

Differences
Victorian State Sector
Queensland State
Sector

Schools are given


flexibility on
determining timing,
frequency and
format of reports
Schools are required
to report on student
progress against the
Victorian Curriculum
achievement
standards

Uses Australian
Curriculum to
assess students
skills
C2C (Curriculum to
Classroom)
assessment tasks
a program to help
teachers implement
Australian
Curriculum.
Delivers a
comprehensive set
of whole school and
classroom planning
materials for single
level and multi-level
classes, students
with disabilities and
distance education
students. Designed
as a starting point
for school
curriculum planning
Schools must use
the template in
OneSchool resource
to complete written
reports. Student
achievement is
reported as well as
effort and behaviour

measures
Assessment
methods used
should be valid,
reliable and
consistent
Assessment works
best when it is
ongoing rather than
episodic
Assessment for
improved
performance
involves feedback
and reflection
Planning for
assessment occurs
at the same time
that curriculum
plans are created at
whole school, level,
year level and unit
level planning
Schools implement
moderation
processes to
support consistency
of teacher
judgements and
comparability of
reported results
Create a student
assessment folio.
Schools decide what
assessments should
be put into folio
Reports must be
issued at least twice
per year using five
point rating scale
(A, B, C, D and E) to
show student
progress and
achievement
Parent teacher
interviews must be
conducted at least
twice per year
Each subject is
reported separately

You might also like