Tuesday 18 August 2015
Start Date
18-8-2015 10:45 AM
End Date
18-8-2015 12:00 PM
Subjects
Upper secondary years, Academic achievement, Scores, Year 12, University admission, Competitive selection, Selection, Evaluation methods, Grades (Scholastic), Grading
Abstract
There are challenges in designing a set of high-quality processes in senior assessment and tertiary entrance that meet the needs of future senior secondary school students and future users of the certified results of learning assessments. Assessment and selection arrangements should look to the future rather than backwards to arrangements that might have existed in the past or that presently operate, unexamined, in other places. Teachers need to be convinced that the richness of students’ learning assessments will not be lost or transmogrified in any new processes for grading or ranking. A set of principles should guide the design of a new system — a set that gives pre-eminence to, but goes beyond, validity and reliability. This paper introduces the principles that guided deliberations in the recent review of senior assessment and tertiary entrance in Queensland, and describes, in simple terms, the design features of a new system based on the review’s recommendations.
Recommended Citation
Matters, G. (2015, August 18). Translating rich learning assessments into certified results and university selection devices [Paper presentation]. Research Conference 2015 - Learning assessments: Designing the future. https://research.acer.edu.au/research_conference/RC2015/18august/5
Copyright Statement
Copyright 2015 Australian Council for Educational Research
Place of Publication
Melbourne
Publisher
Australian Council for Educational Research (ACER)
ISBN
9781742862873
Geographic Subject
Queensland
Included in
Educational Assessment, Evaluation, and Research Commons, Elementary and Middle and Secondary Education Administration Commons, Higher Education Administration Commons
Translating rich learning assessments into certified results and university selection devices
There are challenges in designing a set of high-quality processes in senior assessment and tertiary entrance that meet the needs of future senior secondary school students and future users of the certified results of learning assessments. Assessment and selection arrangements should look to the future rather than backwards to arrangements that might have existed in the past or that presently operate, unexamined, in other places. Teachers need to be convinced that the richness of students’ learning assessments will not be lost or transmogrified in any new processes for grading or ranking. A set of principles should guide the design of a new system — a set that gives pre-eminence to, but goes beyond, validity and reliability. This paper introduces the principles that guided deliberations in the recent review of senior assessment and tertiary entrance in Queensland, and describes, in simple terms, the design features of a new system based on the review’s recommendations.