In Week 2 of this term, I wrote about beginning the process of creating a common template for assessment tasks from Years 7-10 and Years 11-12. There have been a number of curriculum team meetings this term and our familiarity with using a new, uniform template is increasing and we have been refining the final product.

From 2023, when your child receives a major assessment task (a summative assessment task) they will be provided with a common template that outlines all the elements of the task. Let me explain what the students will receive: 

As well as this detailed Assessment Notification, students will receive Marking Guidelines which will be used by the teacher to assess how well a student met Marking Criteria. Marking Guidelines across all KLAs in Year 7-10 will look like this:   

NOTE: This Marking Guidelines table is not complete as descriptors of achievement have not been written – this is a work in progress. Please note that the Marking Criteria on the Guidelines is the exact same wording as above in the Notification. This is to achieve consistency between what the student is being asked to do, and then how they are being assessed.

I am sure all students and parents will appreciate a more uniform approach to the setting out and language used for assessment tasks across the College. Please look out for these new templates for assessment tasks next year.

Summative assessment is only one form of assessment.  Summative assessment is used to evaluate student learning at the end of a unit. Examples of summative assessments include a final, end of term or semester task or exam. This is one way of assessing leaning. Other ways that are just as, if not more, effective are formative assessments. Formative assessment is used to monitor student learning and provide ongoing feedback that can be used by teachers to improve their teaching and by students to improve their learning. These are small, in-class tasks that demonstrate to the teacher and the student how well they are attaining a concept, knowledge or a skill. Feedback on these tasks is often immediate and verbal and provide students with the information they require to improve. Many Curriculum areas at Carroll College, especially in Year 7, 8 and 9, are making more use of this effective form of assessment. For subjects using formative assessment, students will not be receiving the notifications as they appear above. These will only be provided for end point, summative assessment tasks. Feedback for formative tasks will appear in workbooks, on brief Marking Guidelines that cover one Marking Criteria and verbal feedback to students. In these cases, it is important for there to be clear communication between the student, parents and teachers regarding progress.

There is more work to do in the space of feedback regardless of whether the task is summative or formative. We are investigating ways of providing more effective, timely feedback to students. It is exciting to be always seeking out best practice and improved methods of student and parent feedback is very much in our immediate plans.

Erica Drewsen

Assistant Principal, Learning and Innovation