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workload for students can be difficult to manage, lots of summative assessment at once before reporting periods - what it is a like for a student?

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reflection and feedback inconsistent

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Does every department need to assess the same way?

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Does every department need to assess the same way?

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Liz P

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Why are common learning experiences such an issue

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Why are common learning experiences such an issue

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Moira

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Why is Year 9 different to the others

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Want to increase the rigour in our tests and return to a common test model as one form of assessment, complimented with alternative assessment tasks.

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How do we assess learning growth rather than achievement?
Katrina

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Inconsistent - The same year group doing different things & no common conversations

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Inconsistent - The same year group doing different things & no common conversations

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Moira

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We got rid of common assessment but feel that we don't have accurate information to compare students.

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Why does assessment always have to mean the big kahuna task at the end? Little tasks more often can provide more insight into student growth over time and into a wider variety of skills

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Why does assessment always have to mean the big kahuna task at the end? Little tasks more often can provide more insight into student growth over time and into a wider variety of skills

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Liz P

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Assessment is not very creative-at times not related to real worl

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Assessment is not very creative-at times not related to real worl

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Moira

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We seem to be afraid of D's, even C's to a certain extent!
And do we really not have any E students?
Shaz

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More parent education needed to explain why we use grades, rather than ranks/marks and how we arrive at these judgements.

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K - When are we assessing - pre/post and why

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K - When are we assessing - pre/post and why

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Teachers feel time poor in the classroom which hinders their ability to use assessment for and as learning.

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Speech night first in course (for Year 9) can be difficult to determine when varied assessment is encouraged rather than whole form assessment. Perhaps Year 9 should use the same model as 6-8 for speech night awards?

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Teachers need to be empowered to differentiate assessment - one size fits all is not best practice. 

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Teachers need to be empowered to differentiate assessment - one size fits all is not best practice. 

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Liz P

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Providing tasks that allow for assessment of skills as well as knowledge

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Providing tasks that allow for assessment of skills as well as knowledge

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Helen D

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Do we really need to test so much?
Does everything need to be reported on to parents?

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Moira

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Students need to see more exemplars so they are clearer about the standards they are working toward and can critique previous student examples (then applying this critique to their own work)

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Time and reporting constraints can limit creativity and willingness to try new things, particularly with semesterised subjects.

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Must be accessible to all-sometimes isn't

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Must be accessible to all-sometimes isn't

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Moira

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Needs to include student reflection-often doesn

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Needs to include student reflection-often doesn

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Moira

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Brad - Looking towards a common approach (common learning experiences) in order to create some consistencies especially in regards to the impact this has on grading. Using formative assessment as a moderation tool. This is also a consideration when trying to determin the first in course

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Brad - Looking towards a common approach (common learning experiences) in order to create some consistencies especially in regards to the impact this has on grading. Using formative assessment as a moderation tool. This is also a consideration when trying to determin the first in course

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Karen - The purpose of assessment task is not always clear to students.

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Karen - The purpose of assessment task is not always clear to students.

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Understanding and valuing formative assessment - students
Katrina

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Still a lot of emphasis on pen and paper testing in Maths and students need more frequent and different opportunities to demonstrate their understanding.

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Helen D

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Inadequate time for moderation processes when using portfolio work to allocate grades. This can lead to inconsistencies and erode trust in the process (which is an intrinsically good one)

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Moira

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Helen S: People are unsure of expectations. The 'model' that I was told was the 'norm' on my arrival was: nothing in 'common', every class was stand alone = showing how you know your students. Do our staff fully understand assessment as so much more than having 'data' for a report. Using the word 'assessment' - can you? when do you? how do you? what does it mean - is there parity of understanding of assessment across all of the subjects that students encoutner. Do departments have a common understanding of what assessment in 6 - 9 means. All of this uncertainty has significant impact on the reporting system that we are tied to. In CONSCIENCE :) how do we: authentically discern grades, award 1st Place to Y9 etc

# data[].attributes.subject
Helen S: People are unsure of expectations. The 'model' that I was told was the 'norm' on my arrival was: nothing in 'common', every class was stand alone = showing how you know your students. Do our staff fully understand assessment as so much more than having 'data' for a report. Using the word 'assessment' - can you? when do you? how do you? what does it mean - is there parity of understanding of assessment across all of the subjects that students encoutner. Do departments have a common understanding of what assessment in 6 - 9 means. All of this uncertainty has significant impact on the reporting system that we are tied to. In CONSCIENCE :) how do we: authentically discern grades, award 1st Place to Y9 etc