Standard+3.3.6

=Advise and assist colleagues in the planning and use of effective assessment strategies to meet syllabus outcomes. =

I have been an [|HSC] and [|ESSA] Marker for a number of years and this has allowed me to understand how assessment tasks relate to the outcomes and how the assessment strategies are designed to meet the outcomes. I am able to use this knowledge to better prepare my students for their assessment tasks and assist colleagues in their planning and use of assessment strategies.

I have also advised and assisted colleagues in the broader community by presenting at the STANSW [|Meet The Markers] Conference.

Working with a recent practicum student, I guided him in setting and assessment task based on the PFA’s [as mentioned in 3.3.5]. Firstly he went back to the knowledge and understanding outcomes outlined in the topic. I then suggested that he look at the [|Yr 10 topics - PFA's]and found some that related particularly to the topic outcomes. He then formulated a number of questions/tasks for the students to complete. In completing this process I also suggested that he devise a marking rubric which he gave to the students and used it to explain the intricacies of the task. This was completed and he also had the opportunity to mark a selection of the responses.

For the past year or so I have developed and shared a [|Planning sheet] for assessment tasks designed to ensure that there is a distribution of relevant knowledge and understanding across topics, skills and assessment of progressive levels of thinking. By setting this sheet with the relevant content, analytical and practical skills one can ensure that each task is well balanced and offers a variety of questions covering each outcome to be tested.