Assessment, consistency and moderation
Our mathematics department uses the method of assessment, consistency and moderation to assess students, as outlined by the Department of Education and Communities.
Assessment allows us to identify, collect and analyse information about students' learning. It provides information on student achievement and progress and allows teachers to direct the teaching and learning of students. Assessment activities can be both formal and informal.
Consistency in assessment enables us as teachers to make judgments about student learning that are not dependent on the individual teacher, student, location or time and are based on a shared understanding of syllabus standards of learning.
Teachers establish a structured process where meetings occur to discuss the teaching, learning and assessment process in order to maintain and enhance consistency.
Moderation is a process where teachers compare judgments to either confirm or adjust them.
This involves close collaboration to establish a shared understanding of what achievement of syllabus standards looks like and whether or not the student has demonstrated achievement of the syllabus standard. Teachers work towards making judgments that are consistent and comparable.
Further information on assessing mathematics can be obtained from the Department of Education and Training website.
Assessment dates
The following weeks change slightly each year to take into account other activities in the school (e.g. NAPLAN, camps, carnivals, assessments from other subjects). Assuming 10 week terms the following is a good guide.
In addition, Years 7-10 have an additional grading test at the end of Term 4, typically in the second or third last week of school. The results of this exam are used with their term assessment results to determine their class for the following year.
