BSSS Annotations Project
Quality assessment tasks and annotated student work samples make thinking and judgements explicit and visible for teachers. Quality assessment tasks and annotated student work samples provide a basis for teachers to develop a shared understanding of quality assessment and Achievement Standards in practice. Annotated student work samples ensure consistency in the allocation of grades across the system.
Quality assessment tasks and annotated student work samples support teachers to experience greater clarity about key aspects that will be taught. Providing opportunities for the collaborative development of shared understandings of Achievement Standards, through the use of annotations and dialogue will create consistency in judgements within standards-referenced assessment systems. Achievement Standards without exemplification can be open to different interpretations among teachers, parents, and the wider community.
Provision of quality assessment tasks is intended to support teachers by providing examples for reference. They are not intended to provide rigid guidelines to restrict the nature and variety of assessment tasks being developed in schools.
It is envisaged that the development of quality assessment tasks and annotated student work samples is expanded to encompass most learning areas.
The benefits of provision of quality assessment tasks and annotated student work samples for students, teachers, principals, and the ACT senior secondary system are:
SYSTEM
- supporting system-wide planning
- developing a consistent and shared language around assessment across the jurisdiction
- working collaboratively in course teams ensuring assessment strategy is aligned across the course and helping everyone with professional development, enhancing the integrity of the ACT Senior Secondary Certificate.
STUDENTS
- student work samples provide clarity of grade expectations and provide examples of higher order thinking skills
- students gain confidence in their own skills and in their relationships with their teachers when the assessments they must complete are aligned to the work they've done in class.
TEACHERS
- building capacity to enhance or change assessment tasks and the program of learning
- ensuring alignment between curriculum, pedagogy, and reporting
- maximising collaboration and sharing of knowledge to support the learning and development of all students
PRINCIPALS
- supporting school planning
- providing shared understanding between students and teaching staff as to what is required in assessment and
- reporting
- developing greater consistency of language around assessment and Programs of Learning across the school
- promoting diverse pedagogical approaches
- developing more robust assessment strategies for future assessments
- providing an opportunity for professional growth and sharing amongst peers.
Annotations
Select the Framework below to view annotated examples. This is an ongoing project; if you see a gap in the annotations offerings that you wish to help remedy, please contact bsssenquiries@act.gov.au