Presenter Information

Gabrielle Matters, ACERFollow

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.

Place of Publication

Melbourne

Publisher

Australian Council for Educational Research (ACER)

ISBN

9781742862873

Geographic Subject

Queensland

 
Aug 18th, 10:45 AM Aug 18th, 12:00 PM

Session O: 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.