General syllabus orientation - International schools
Transcript of General syllabus orientation - International schools
Introduction to General subject syllabuses
Session focus
• Module 1: Syllabus foundations
The elements underpinning syllabus design
• Module 2: Syllabus structure
The structure and common features of all syllabuses
• Module 3: Syllabus spotlight — Assessment
Assessment practices
Learning goals
To understand:
• underpinning factors of
the new syllabuses
• features of the 2019
General subject
syllabuses
• new quality assurance
processes.
Success criteria
You will know you are
successful if you are able
to reflect on:
• common features of
General subject
syllabuses
• how the syllabus informs
your Teaching and
Learning Plan
• how new quality
assurance processes
apply to your teaching
practices.
Module 1: Syllabus foundations
A new taxonomy: levels of processing involved in learning
Setting goals
Do I want to learn?
Module 1: Syllabus foundations
Exploring the cognitive system —
where learners develop particular skills for learning.
Knowledge utilisation
Skills: decision-making, problem-solving, experimenting, investigating
Cognitive verbs: decide, solve, experiment, investigate, justify
Analysis
Skills: matching, classifying, analysing errors, generalising, specifying
Cognitive verbs: compare, distinguish, classify, organise, sequence
Comprehension
Skills: integrating, symbolising
Cognitive verbs: summarise, explain, symbolise, clarify
Retrieval
Skills: recognising, recalling, executing
Cognitive verbs: recognise, identify, describe, use, demonstrate
Module 1: Syllabus foundationsdecide, solve, experiment, investigate, justify
compare, distinguish, classify, organise, sequence
summarise, explain, symbolise, clarify
recognise, identify, describe, use, demonstrate
Cognitive
verbs
21st century skills: the attributes and skills students need to prepare
them for higher education, work and engagement
in a complex and rapidly changing world
Module 1: Syllabus foundations
Literacy: the knowledge and skills about language
and texts essential for understanding and
conveying information
Module 1: Syllabus foundations
Numeracy: the knowledge and skills students need
to use mathematics in a range of
situations, and to recognise and
understand the role of mathematics in
the world
Module 1: Syllabus foundations
Module 2: Syllabus structure
Syllabus objectives
• ensure that users understand the intent and scope of
learning
• outline the learning opportunity the students have.
In this example from Accounting, the syllabus objectives and where they
appear in each unit are presented in the Course overview.
Module 2: Syllabus structure
Subject matter
Each element
of the subject
matter must be
covered in your
teaching and
learning.
Cognitive verb
Subject content
Module 2: Syllabus structure
For Units 3 and 4, the
syllabus clearly defines
specifications for Internal
assessment 1, 2 and 3 and
External assessment.
Module 3: Assessment
Unit 1 and Unit 2• all assessment is internal
• results for each assessment are
not reported to the QCAA
• each unit objective must be
assessed at least once
• between two and four
assessments
• at least one assessment for each
unit
• schools decide the sequencing,
scope and scale of assessments
Unit 3 and Unit 4• schools develop three internal
assessments based on the
learning described in
Units 3 and 4
• three summative internal
assessments will be endorsed and
the results confirmed by the QCAA
• one external assessment is
developed and marked by the
QCAA
• three IA results are combined with
the results from the external
assessment to determine a final
subject result
External assessment is:
• set by and marked by the QCAA. External assessment is
summative and assesses learning from Units 3 and 4
(or for some subjects, just Unit 4)
• common to all schools
• administered under the same conditions at the same time
and on the same day
• developed and marked by the QCAA according to a
commonly applied marking scheme.
Module 3: Assessment
Module 3: Assessment
Instrument-specific marking guides
• Syllabuses provide instrument-specific marking guides (ISMGs) for the
three summative internal assessments in Units 3 and 4.
• ISMGs describe the characteristics evident in student responses and
align with the identified assessment objectives.
Module 3: Assessment
Criterion marking guide format
• criterion name
• performance levels
• the assessment objectives
• the stem:‘The student work has the following characteristics’
• marks or mark range
• performance-level descriptors, including
characteristics
Module 3: Assessment
Authentication
• Schools and teachers must have strategies in
place to ensure work submitted for internal
summative assessment is the student’s own work.
• Authentication strategies, to ensure fairness and
equity, are outlined in QCAA guidelines and must
be followed.
• Authentication strategies include guidance on
drafting, scaffolding and teacher feedback.
Quality assurance for internal assessment
endorsement: a quality-assurance process for summative
internal assessment instruments for
General subjects, Essential English and
Essential Mathematics
confirmation: a quality-assurance process that examines
the accuracy and consistency of teachers’
judgments about students’ responses to
ensure comparability across school
Module 3: Assessment
Module 3: Assessment
Development
• school develops the IA using the QCAA-provided assessment template
• school uses QCAA-provided resources to check quality of assessment prior to submission
Submission
• school submits IA for review through the QCAA Portal
Review
• endorser and lead endorser review IA in the QCAA Portal
Decision
• endorsement decision is communicated through the QCAA Portal
Endorsement process
Quality management: Confirmation
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Administer assessment
• school administers endorsed assessment
• teachers collect evidence, mark work, and complete school-based moderation
Data submission
school uploads provisional student results through the QCAA Portal
Sampling
QCAA identifies student samples for review and communicates sample requirement through QCAA Portal
Sample submission
school uploads student assessment responses for the identified sample
Review
two confirmers and a lead confirmer review IA responses in the QCAA Portal
Decision
confirmation decision is communicated through the QCAA Portal
Timing of quality assurance processes
Year 11
Term 1 Term 2 Term 3 Term 4
Year 12
Term 1 Term 2 Term 3 Term 4
Endorsement
IA1 and IA2
Endorsement
IA3
Confirmation
IA1
Confirmation
IA2 and IA3Applied quality
assurance
Module 3: Assessment
Accreditation
• a program of professional learning and training to
strengthen senior assessment practices
• develops teacher assessment literacy and
understandings of attributes of quality assessment
• supports internal and external quality assurance
processes
So … today, we focused on
• Module 1: Syllabus foundations
The elements underpinning syllabus design
• Module 2: Syllabus structure
- The structure and common features of all
syllabuses
• Module 3: Syllabus spotlight — Assessment
- Assessment practices
You will know your learning has been
successful if you understand:
• common features of General subject syllabuses
• how the syllabus informs your Teaching and
Learning Plan
• how new quality assurance processes apply to
your teaching practices.
所有咨询请发送
Jinny Moon
Principal Education Officer, International Education Unit
Email: [email protected]
Rhonda Neill
Principal Education Officer, International Education Unit
Email: [email protected]