Planning for School-assessed Coursework Psychology Erin Wilson

Planning for School-assessed Coursework Psychology Erin Wilson

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Session aims build skills and knowledge to enable increased teacher capacity to develop School-assessed Coursework (SAC) tasks that are compliant, engaging, rigorous and accessible provide findings from the 2019 Unit 3 Schoolbased Assessment Audit

What is School-based Assessment?

School-based Assessment Purpose: – to determine a student’s level of achievement in Units 3 and 4 MAY provide evidence that contributes to the determination of achievement of outcomes and completion of a unit. HOWEVER the decision about completion of an outcome is distinct from the assessment of levels of achievement. For general guidelines and advice, refer to p. 73 of the VCE and VCAL Administrative Handbook 2019

VCE assessment principles Assessment is an integral part of teaching and learning at the senior secondary level that: Measures student achievement Articulates and maintains standards Identifies opportunities for further learning Provides the basis of the award of a certificate The VCE Assessment Principles state that assessment will be valid and reasonable, equitable, balanced and efficient.

School-based Assessment School-assessed Task (SAT) assesses practical skills using mandated criteria School-assessed Coursework (SAC) assesses level of achievement In VCE Psychology, a student’s level of achievement in school-based assessment is determined by School-assessed Coursework

VCE assessment principles When designing assessment tasks that are valid and reasonable ASK, is the task: fair and reasonable? specified in the study design as one of the designated task types? conducted under fair conditions? conducted under substantially the same conditions for all students in the cohort? are there clear instructions included?

VCE assessment principles When designing assessment tasks that are equitable ASK, is the task: – accessible to all students? – privileging a certain type of student? – comparable in scope and demand if a choice of task is offered within? PLUS is the task unique to the school and cohort of students?

VCE assessment principles When designing assessment tasks that are balanced ASK: – Are a variety of task types used? – Are a variety of conditions used? – Are suitable criteria, descriptors, rubrics or marking schemes used? – How broadly are the key knowledge, key skills and outcomes being covered / assessed? – Do the tasks allow students to demonstrate different levels of achievement?

VCE assessment principles When designing assessment tasks that are efficient ASK: – Have minimum number of assessments been set? – Is the task part of the regular teaching and learning program? – Completed mainly in class and within a limited timeframe? – Are students being under assessed or over assessed on the outcome? PLUS will the assessment generate undue workload or stress on students?

APPROACHES TO DEVELOPING SCHOOL-BASED ASSESSMENT Advice for developing tasks that are compliant, engaging and rigorous

Guidelines for designing compliant, engaging and rigorous assessment tasks: Who? Consider the cohort of students What? Consider the outcomes being assessed When? Consider the timing of the task Where? Consider the conditions of assessment Why? Consider the purpose of the task How? Consider the task type

School-based Assessment Schools and teachers of the study should develop their own School-assessed Coursework (SAC) tasks based on the VCE Assessment Principles and the specified tasks and task types set out in the VCE Psychology Study Design on pp 18-19, 23, 27 & 33. School-based assessment in VCE Psychology will: Allow for authentication of student work Be completed mainly in class within the nominated timeframe Elicit a spread of results Allow consistent judgement for all students of the subject within the school

School-assessed Coursework (SAC) Derived from VCE Psychology Study Design and Advice for Teachers Monitors students work and progress within the cohort Provides important feedback about individual students SAC Tasks Developed and administered to meet the needs of the specific student cohort Provide opportunity for highest level of performance

Assessment tasks that elicit a spread of results and that allow the achievement of the highest levels of performance: multiple entry points to allow accessibility for all students differentiated item difficulty to extend the top end and engage the low end “25-50-25 rule of thumb” for overall item cognitive difficulty * Difficulty is relative for each individual cohort of students

Developing School-assessed Coursework (SAC) CHECK: – Assessment is appropriate and understandable for the student cohort? – Wording/language is clear and appropriate for VCE students? – Tasks reflect terminology in the study design? – Key knowledge, key skills and outcome statements are assessed in appropriate depth? – Does the content and context of the task provide opportunity for highest levels of performance?

Structure of SAC Tasks When developing compliant, engaging and rigorous tasks: CHECK: – Is the minimal amount of reading required? – Are stimulus material and other information placed close to the item? – Are stimulus, if included, required to answer the item? (If no, remove stimulus or re-design item) – A range of cognitive levels are required across items? (Use a taxonomy to guide development eg. Blooms/SOLO) – Can the typical student in the cohort finish the SAC in the time available?

Students should be informed of the conditions of the task and criteria for assessment What students are expected to do /complete Criteria students are to be assessed against Key knowledge, skills, outcome being assessed Do the instructions clearly indicate: Conditions of task (resources allowed etc.) Date, time and length of task

Commercially produced tasks School-assessed Coursework tasks MUST be UNIQUE to each school and student cohort. If commercially produced tasks are used in the development of tasks ENSURE: – Items are compliant with the requirements of the current study design – Each item is significantly modified so that a student who may have seen the commercially produced item prior to the SAC is not advantaged over a student who hasn’t seen the commercially produced item and answer. This safeguards that individual student work can be authenticated and that assessment is equitable for all students

SUMMARY: Developing a school-assessed coursework task Gather resources to complete design of task : Stimulus material Refer to: VCE Assessment Principles Advice to Teachers Design task: Check against Key skills, Key knowledge and Outcome Gather: Study design VCE Assessment Principles Advice to Teachers School policy manual Select task type From list in study design 25% Lower order 50% medium order 25% higher order Using study design identify relevant: Unit Area of study Outcome to be assessed Identify: Outcome Key knowledge Key science skills Specify content to be assessed Reflect/ evaluate Trial with colleagues Refine Deliver Evaluate

Final Checklist Once you have developed a compliant, engaging and rigorous task: Ensure marks are clearly allocated and identified Ensure marks add up to the identified total Ensure mark allocation corresponds to question difficulty Ensure task reflects and assesses key knowledge and key skills Check spelling, expression, syntax. Would it make sense to a VCE student? Validate assessment with another teacher

Redemption of an outcome Remember that the decision about completion of an outcome is distinct from the assessment of levels of achievement in School-assessed Coursework. Students can redeem a result of an outcome from an N to an S. While their score on SAC tasks for the Outcome remains the same, they can still meet the outcome by submitting other work for consideration. This work may include class work, homework, additional tasks or discussions with the student to demonstrate their understanding Refer to the VCE and VCAL Administrative Handbook 2019 p.70

Feedback Feedback can occur at any point in the teaching, learning and assessment cycle Provides students with information on: – where they are at in their learning – how to improve their learning. Feedback to students on their performance in SACs is an important aspect of the assessment process.

Feedback Timely, specific and related to the learning and assessment intention Facilitates the development of and provides opportunities for selfassessment and reflection Constructive and provides meaningful information to students about their learning Identifies and reinforces students’ strengths Provides information about how they can improve Informs future teaching and learning opportunities Feedback may take a variety of forms, including digital and other modes May be formal or informal and should encourage teacher– student dialogue

Retention of work completed for assessment The decision to return School-based assessments to students rest with each individual school. Schools should have an agreed process in relation to the retention of work completed for assessment. Schools should advise students that they need to retain work completed for assessment until the end of the academic year in which the work was undertaken. Schools may wish to supervise the storage of student work for this purpose, but it is not required. As part of the audit process, schools should have access to work completed for assessment until the end of the year in which the work was undertaken. Refer to the VCE and VCAL Administrative Handbook 2019 p.47

Statistical Moderation The VCAA has produced three short videos to help understand how statistical moderation occurs What is a study score? How do you calculate a study score? Study score examples https://www.vcaa.vic.edu.au/assessment/results/Pages/StudyScoreVideos.aspx Also refer to the VCE and VCAL Administrative Handbook 2019 pp 106-107 and the Statistical Moderation page of the VCAA website https://www.vcaa.vic.edu.au/assessment/vce-assessment/how-vce-assess/how-pages/Pages/Statisti calModeration.aspx

2019 Unit 3 Psychology School-based Assessment Audit Outcomes

Purpose of the audit Schools are audited to ensure that: - the assessment parameters and specifications set out in the accredited VCE Psychology Study Design are being observed in practice - assessment is being carried out in line with the VCE Assessment Principles and requirements of the VCE and VCAL Administrative Handbook 2019 Throughout the audit process, the school’s leadership team should provide support and guidance to subject teachers to ensure the school’s policies and processes are appropriately represented in the school’s responses to the audit.

Outside the scope The audit process does not make comment on: – – – – how studies are taught teacher performance or approach to teaching administrative management of the VCE sequence, scheduling, choice of materials and task selection (as long as it is in line with VCE study design). It is a compliance check ONLY of the school’s practices.

VCE Assessment Principles The Audit Panel uses the VCE Assessment Principles to determine if the VCAA Assessment standards and requirements are being met for the study in the school being audited. Refer back to Slides 8-11 to see what the Audit Panel checks for in relation to each of the VCE Assessment Principles The first stage of the audit is completed early in the delivery of the Unit being audited so that, if any major errors are detected, the Curriculum Manager can contact the school and appropriate support can be provided.

2019 Unit 3 issues relating to ‘Assessment will be valid’ The majority of school’s assessment tasks were valid. The major issues found are summarised in the boxes. Time allocated for assessment tasks outside scope of study design (Study design states approximately 50 minutes) Requirements of task did not match task chosen, e.g. data analysis task selected however the task primarily involved a set of structured questions. Where more than one task is chosen for an Outcome, the same task type was chosen for both tasks and/or the time allocated for the tasks was more than the time allocated in the study design. Language and content from previous study design/s included

2019 Unit 3 issues relating to ‘Assessment should be equitable’ Most issues identified during the audit concerned tasks that were not equitable. Use of unmodified tasks from previous years Use of commercially produced tasks with no modifications Use of past VCAA examination questions with no modifications Schools beginning formal schoolbased assessment tasks at the end of the previous academic year Schools modifying some items but not all, or modifying items but requiring same answer – this advantages students who may have seen items prior to SAC task Schools MUST ensure that their SAC tasks are unique to the school and student cohort completing the task.

2019 Unit 3 issues relating to ‘Assessment will be ‘balanced’ The purpose of school-based assessment is to provide a range of opportunities for a student to demonstrate in different contexts and modes the knowledge, skills, understanding and capacities set out in the curriculum. Marking guide/criteria does not add up (or can be divided into) the set score for the outcome. If roundingup/down is required it may affect the ranking of particular students in the cohort. SACs are all structured the same way where all could be considered to be a ‘set of structured questions’. This compromises the assessment of the key science skills across a range of contexts and conditions. Some schools were only choosing ‘a test’ or ‘a response to a structured set of questions’, compromising assessment of the key science skills. The purpose of School-assessed Coursework is not to mimic or be modelled on the external examination.

2019 Unit 3 issues relating to ‘Assessment will be efficient’ Assessment for most schools audited for Unit 3 Psychology was found to be efficient. Most schools are setting only one task for each outcome and following the time/word limits set out in the study design. Some schools are setting too many tasks for each Outcome, adding undue workload and stress to students. It is generally not necessary for students to undertake 4 or more assessment tasks within a specific unit to be able to determine a student’s level of achievement in Units 3 and 4 Psychology.

Authentication of student work Schools are audited to check that there are appropriate measures in place to ensure that the work of each student undertaken as part of School-assessed Coursework is genuinely their own. – Schools should have documented processes and policies in place to deal with any actual or potential breaches of authentication – Schools should also have documented processes and policies in place regarding the management of multiple classes of the same study (if applicable)

2019 Unit 3 issues relating to ‘Authentication’ Audit responses indicate that Outcome 1 and Outcome 2 SACS are generally conducted during class time, safeguarding that each individual students’ work is their own. ‘Where commercially produced tasks are being used for School-based Assessment, the school should ensure the tasks meet the requirements of the study design and that they have been sufficiently modified to enable student work to be authenticated.’ (VCE and VCAL Administrative Handbook 2019, pg 74) If logbooks are able to be used in by students in SACs, teacher must be able to ensure authentication of student work contained within the logbooks. (If logbooks are to be also used outside of class, a Schoolassessed Coursework Authentication form is available on VASS)

Cross-marking/moderation Schools are also asked about the cross-marking and/or moderation procedures followed at their school. Audit responses showed some excellent cross-marking and moderation practices: – Schools have formed strong partnerships with neighbouring schools – some are ongoing. – Regional schools have formed networks with a number of schools – great way to deal with the isolation if the only Psychology teacher in a school. – Many schools have curriculum/faculty support with this process.

Key resources VCE and VCAL Administrative Handbook for the current year VCE Assessment Principles 2016-2022 VCE Psychology Study Design – assessment information relevant to the study and each outcome VCE Psychology Advice for teachers – advice on construction and design of assessment tasks – advice about grading through sample performance descriptors VCE Psychology School-based Assessment Report VCE Psychology Examination specifications and reports School calendar and assessment policy Statistical moderation reports The school teaching and learning program https://www.vcaa.vic.edu.au/curriculum/vce/Pages/VCEPoliciesandGuidelines.aspx

Contact Erin Wilson Curriculum Manager, STEM 03 9032 1723 [email protected]