QCARQCARQueensland Curriculum Assessment and Reporting FrameworkQueensland Curriculum Assessment and Reporting Framework

An overview An overview

August 2008August 2008

QCAR componentsQCAR components

Key messagesKey messages

QCAR in a national contextQCAR in a national context

Where does it come from?Where does it come from?

It is a QSA project being run by a designated project team. They are generating, trialling, evaluating and implementing the objectives and deliverables of the framework.

DETA Minister DETA Minister QSAQSA QCAR teamQCAR team Partner, Trial and Project SchoolsPartner, Trial and Project Schools All Sectors (EQ, ISQ, QCEC)All Sectors (EQ, ISQ, QCEC)

What is it?What is it? CurriculumCurriculum AssessmentAssessment ReportingReportingObjectivesObjectivesAlignment between what is taught, assessed and reported

National Statements of Learning

Identify essential learning opportunities for all students in all KLAs from years

1-9

ObjectivesObjectivesFramework for measuring quality of student achievement against shared standards

Tools for supporting consistency of teacher judgement

Frameworks to support greater assessment comparability between schools across the state

ObjectivesObjectivesShared standards to use for reporting across sectors and between schools

State data on standards comparability, teacher consistency and student achievement around designated slices of the Essentials

ComponentsComponents

Essential Learnings described at junctures 3,5,7 and 9

A-E Standards described for every KLA at junctures 3,5,7 and 9

ComponentsComponents

Assessment BankAssessment Items, resources, all KLAs years 1-9

QLD Comparable assessment tasks (QCATs) 4,6 and 9

Centrally-devised Assessment Tasks (CAT)

School-devised Assessment (SDA)

ComponentsComponents

Reporting Guidelines Reporting of student results on QCATs to families,

Data to QSAState aggregate mean, random light sampling, retrospective report to schools

Social moderation advice

Learning and Assessment Focus

Describes the focus of learning and assessment within the year-level juncture.

Knowledge and understanding

Describes essential concepts, facts and procedures of the KLA.

Ways of working

Describes the essential processes that students use to develop and demonstrate their knowledge and understanding.

Assessable elements:• the focus of assessment • identify the valued features of the KLA

Essential Learnings and StandardsEssential Learnings and StandardsAssessable elementsAssessable elements

English Maths Science SOSE HPE The Arts Technology Languages

Knowledge and understanding

Knowledge and understanding

Knowledge and understanding

Knowledge and understanding

Knowledge and understanding

Knowledge and understanding

Knowledge and understanding

Knowing and understanding

Interpreting texts

Thinking and reasoning

Investigating Investigating Investigating Creating Investigating and designing

Comprehending texts

Constructing texts

Communicating Communicating Communicating Planning Presenting Producing Composing texts

Appreciating texts

Participating Implementing and applying

Responding Evaluating Intercultural competence

Reflecting Reflecting Reflecting Reflecting Reflecting Reflecting Reflecting Reflecting

Assessable elements and standardsAssessable elements and standards

Understanding the Standards

Knowledge and understanding

Ways of working

Key messages for schoolsKey messages for schools

• Alignment is ensuring assessment purpose is clear and related to the learning experiences and consistent approaches are used to plan, teach, assess and reflect.

• Good feedback improves learning.

• Moderation - Standards/Evidence/Agreement, developing consistent approaches to standards

• CIAU - Credibility, Intellectual Depth, Authenticity, User friendliness, developing comparability in our expectations and rigor in our assessment

A Planning model from QCARA Planning model from QCAR• Select the Essential Learnings, school priorities and

context for learning.

• Plan learning experiences and teaching strategies to respond to the needs and interests of the learner.

• Plan a variety of assessments to collect comprehensive and meaningful evidence of learning.

• Consider how judgments will be made about the quality of learning using the evidence in student responses.

• Consider how and when to provide feedback.

Identify curriculu

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Identify curriculu

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Sequence

learningDevelop

assessment

Develop assessme

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Make judgmen

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Make judgmen

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feedbackUse

feedback

Regions for Common Assessment Trial 08Regions for Common Assessment Trial 08Greater Brisbane

Yr 4 Science Yr 9 Maths Mackay

Whitsunday

Yr 6 Maths Yr 9 English

Moreton Yr 4 English Yr 9 Science North Qld Yr 6 Science Yr 9 Maths

South Coast Yr 4 Maths Yr 9 English Sunshine Coast

Yr 6 English Yr 9 Science

Wide Bay Burnett

Yr 4 Science Yr 9 Maths Darling Downs

South West

Yr 6 Maths Yr 9 English

Far Nth Qld Yr 4 English Yr 9 Science Fitzroy Central QLD

Yr 6 Science Yr 9 Maths

What else is going on?What else is going on?StateState QLD 1-10 Syllabus redevelopment (timeline now unclear) Senior Phase of Learning Project (waiting for more national direction) Quality Syllabus research (March 2008) Year 10 guidelinesNationalNationalCore curricula standards (from ALP post election briefing to States)Core curricula standards (from ALP post election briefing to States) Establish a National Curriculum Board to develop a rigorous, consistent and

quality curriculum for all Australian students including State, Catholic and Independent sectors supported by Curriculum Corporation - $5m.

Standards to be simple, clear and written in plain English for P-12 with ‘obvious and sensible’ local and regional variations. Commence with 4 core subjects: Maths, English, the Sciences, History. To be implemented by 2010 in cooperation with States and Territories including negotiating funding impact with States. ACER to have a support role in development.

ChallengesChallenges

• Multiple-age classrooms and the QCATS – time, intrusion to curriculum, moderation opportunities

• QCAR transition processes – Who would be responsible for auditing the existing programs and mapping curriculum to ensure the Essentials are being covered? What tools can you use to support professional development of your team?

• How are you informing your families and local community about curriculum changes and particularly standards?

• ICT expectations – a cross-curricular priority• Indigenous perspectives are now embedded in

curriculum

QCAR in a national curriculum contextQCAR in a national curriculum context

• High Quality, High Equity, Low Definition (Luke, Weir and Woods http://www.qsa.qld.edu.au/downloads/syllabus/syll_principles_dev_report.pdf

• Generic standards (student achievement and content )

• Informed Prescription (what is essential)

• Informed Professionalism (teacher development, quality assessment practices, contextualised programming)

Contacts – where to from here?Contacts – where to from here?

Assessment Bankhttps://qcar.qsa.qld.edu.au/assessmentbank/

Go to Queensland Studies Authority website for more information (QCAR, Indigenous perspectives, Syllabus)http://www.qsa.qld.edu.au/

Subscribe to QSA Connect (an electronic newsletter) for the latest updates from the Queensland Studies Authorityhttp://www.qsa.qld.edu.au/publications/2408.html

Contact Josephine Wise for more PD opportunitiesjwise@asiq.qld.edu.au

For a draft Maths scope and sequenceEDeVries@aisq.qld.edu.au