Types
Principles
Standards
Techniques
Judgements
Feedback
Theoretical Frameworks
Empiricism Rationalism Sociocultural
Rubrics / Criteria
Portfolios
Grading
Diversity
https://youtu.be/3aOKQyziOPo QCAA Designing Quality Assessment
Concept inventory https://en.wikipedia.org/wiki/Concept_inventory
Authentic assessment https://en.wikipedia.org/wiki/Authentic_assessment
Computer-aided assessment https://en.wikipedia.org/wiki/Computer-aided_assessment
Cognitive verbs can be identified across each of the three dimensions of the Australian Curriculum. They signal the type of mental operations that students need to use when demonstrating what they know, understand and can do. The cognitive verb resources support teachers in the explicit teaching of thinking. The following sections contain links to advice and resources to support planning for cognitive verbs.
Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed judgments about the achievement or capabilities of individuals and cohorts. It plays an integral role in improving student learning and informing teaching.
The following sections contain links to assessment and reporting advice, resources to support the design of quality assessment, such as techniques and conditions and standards elaborations, and resources to support quality assurance and effective feedback.
Advice
The following information outlines the K–12 assessment position of the QCAA and provides a foundation for building and clarifying knowledge and understanding of assessment literacy.
Reporting
Schools are required to provide parents/carers with a report on each student twice a year. In most schools, this takes place at the end of each semester.
Schooling sectors and/or employing authorities provide advice for schools about reporting requirements.
Designing quality assessment
Quality assessment gives students the best possible opportunity to demonstrate what they know, understand and can do. It provides meaningful information about students’ strengths, learning needs and achievements. Quality assessment improves teaching and helps students learn.
Assessment task template: Years 7–10
Blueprint for designing and constructing an assessment task: Years 7–10
Techniques and conditions
Techniques and conditions provide advice that supports teachers to develop range and balance within an assessment program, giving students the opportunity to demonstrate their knowledge, understanding and skills across a year or band of years.
Standards elaborations
The QCAA has developed standards elaborations from the Australian Curriculum achievement standards. The standards elaborations provide teachers with a resource for making consistent, comparable and defensible judgments about how well, on a five-point scale, students have demonstrated what they know, understand and can do.
The standards elaborations can be used to:
align curriculum, assessment and reporting
develop task-specific standards (marking guides)
make consistent, comparable and defensible judgments on a five-point scale, based on evidence of learning in an individual assessment or a folio of student work.
Student diversity
The QCAA supports Queensland teachers and schools to provide a high-quality curriculum that promotes excellence, engagement and equity for all students.
The Australian Curriculum supports teachers in planning inclusive educational programs that build on students’ interests, abilities and capacity to learn, so that all students can achieve their full potential.
A comprehensive understanding of the three dimensions of the Australian Curriculum, together with knowledge of quality assessment design and current legislation and policy, is key to planning for teaching and learning that caters for the needs of individual students. Collaborative planning partnerships between all internal and external stakeholders supports students to achieve high expectations and assists teachers to meet any challenges.
Achievement standards and content descriptions v9.0
The Australian Curriculum achievement standards provide a fixed frame of reference and a shared language to use when describing student achievement. For each learning area or subject, the achievement standards are statements of what students should know and be able to do at the end of a year or a band of years.
In Queensland, all schooling sectors collaboratively decided that the achievement standard is the C standard (or equivalent) against which judgments are made on a five-point scale (commonly A–E).
Sequence of achievement standards: Prep–Year 6 — Digital Technologies (PDF, 135.1 KB)
Sequence of achievement standards: Years 7–10 — Digital Technologies (PDF, 133.1 KB)
Sequence of achievement standards: Prep–Year 8 — Technologies (PDF, 137.9 KB)
Sequence of content descriptions: Prep–Year 6 — Digital Technologies (PDF, 151.1 KB)
Sequence of content descriptions: Years 7–10 — Digital Technologies (PDF, 156.7 KB)
