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Advice on Stage 4 and 5 Assessment
Advice on Stage 4 and 5 Assessment
The ongoing assessment of student learning throughout Term 2 will be important. This assessment should enable teachers to provide descriptive feedback based on success criteria and guide the ongoing provision of appropriate learning tasks.
Schools should continue to make adjustments to assessments as required for students whose learning is affected by disability and students learning English as an additional language. This should reflect the adjustments made to support the student’s learning.
A wide range of assessment strategies can be used for students in Years 7-10 including:
teacher observations of student responses during ‘online’ lessons
student responses to tasks
teacher/student/parent discussions – video/phone
peer and self-assessment strategies including
exit slips, digital polls or quick quizzes
inquiry-based research that demonstrates
applied learning.
For those subjects which involve assessing practical components of coursework, NESA has provided the following advice:
K to 10: Assessing practical subjects
K to 10: Assessing practical subjects
Schools have the flexibility to modify syllabus content to keep everyone healthy and safe.
View examples for teaching and assessing practical subjects in the context of COVID-19:
Some principles in designing and embedding online formative assessments and feedback include:
Some principles in designing and embedding online formative assessments and feedback include:
1. Formative assessments should help in developing skills and mastering concepts that students need to make sense of and accomplish the summative
assessment at the end of the online course.
2. Formative assessments should engage and enable students to individually construct and connect what they are learning to what they already know.
3. Formative assessments should engage and enable students to collaboratively construct and connect what they know with what other students know.
4. Formative assessments should provide effective feedback. Feedback should be tangible, transparent, actionable, user-friendly, timely, ongoing, and consistent.
5. Formative assessments may also be accompanied by helpful rubrics or success criteria for students to use as they reflect on what they know and can do.
6. Formative assessments should give students the chance to reflect and monitor their own learning.
Adapted from Thinking about Pedagogy in an Unfolding Pandemic
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