NTCur

r
i
cul
um Fr
amewor
k
AssessmentGui
del
i
nes
Tr
ansi
t
i
ont
oYear9

CONTENTS
Introduction

Section 1
Assessment purpose and principles

The assessment context

Section 2
Intended and implemented curriculum

Section 3
Assessed curriculum

Process for ensuring quality assessment

Section 4
Achieved Curriculum

12

Growth within a band or level

12

Emerging, solid and comprehensive

13

Making an on-balance judgement

14

Section 5
Whole school approach

16

Appendices
Assessment Design Analysis Tool

18

Classroom planning, teaching, assessment & reporting cycle

20

Annotated Progress Map

20

Turning Point Protocols

21

For further information contact

Curriculum, Teaching and Phases of Learning

(08) 89993707

NT Department of Education and Training

http://www.det.nt.gov.au/teachers-educators/assessment-reporting

Assuring the integrity of the assessment of student learning in Northern Territory Schools

Introduction
The NT Curriculum Framework (NTCF) is the overarching document that guides school
curriculum provision for Transition to Year 9 students for all schools in the Northern
Territory. This Assessment Guideline provides an elaboration on the NTCF operational
accountability policy statements that are relevant to assessment. For further detailed
information regarding these policy statements refer to the NTCF 2009 Overview, pp11-13.
Policy Statement 3 Assessment and Monitoring and this guide aim to provide a set of
assessment systems by which schools can both ensure and assure that assessment of
learning is fair, honest, valid and reliable. It can be used as a guide for teachers to assist
them in implementing assessment in their classrooms.
In planning and implementing curriculum and assessment, schools must take into account
all relevant legislation and policy.

NTCF Policy Statement 3

Assessment and Monitoring

Assess, monitor and evaluate learners progress and achievement against Northern
Territory Curriculum Framework standards, using processes to support consistency
of teachers judgements.
NT Schools will:
plan, document and ensure implementation of a school assessment policy that
addresses the following requirements
- ensure consistency of teacher judgement through confirming and clarifying
processes
- gather and record evidence of learners demonstrations of outcomes
- use data to inform teaching and learning programs
use assessment methods that reflect the principles of assessment; explicit, valid
and reliable, accessible, instructional utility, learner centred and practical
convenience
use a range of assessment opportunities to monitor learner progress
use assessment for, of and as learning as the purposes for monitoring learner
progress and informing future teaching foci
administer assessments in the National Assessment Program including
- full cohort testing in literacy and numeracy for Years 3, 5, 7 and 9 National
Assessment Program Literacy and Numeracy (NAPLAN)
- sample assessments for Science Literacy, Civics and Citizenship, ICT
Literacy, Programme for International Student Assessment (PISA) and
Trends in International Mathematics and Science Study (TIMSS) when
required.
design for learning using data (evidence of learning) from system and school
assessments to respond to the learning needs of individual and learner cohorts
use agreed standards to make judgements about learner achievement. The
NAPLAN national standards for Reading and Writing are in the English
Introduction, for Numeracy they are in the Mathematics Introduction and for
scientific literacy in the Science Introduction.
make judgements about learner achievement using the NTCF outcomes and
provide information about learner growth within a Key Growth Point, Band or
ESL Level
solid,
comprehensive).
Section
1 (emerging,
Purpose
and
Principles
1

Assessment is an ongoing process within curriculum provision (the teaching and

learning cycle) where teachers gather and record the evidence of learning that
demonstrate what each student knows, understands and can do.
Assessment involves developing, implementing, judging and providing feed-back on
student learning.
Teachers plan, implement and gather representative samples of student learning:
throughout the learning experience as assessment for learning (formative
assessment)
at the end of each major learning experience and/or
at the end of each term and/or each semester as assessment of learning
(summative assessment).
Throughout the teaching and learning process, both students and teachers respond to
information about student learning. This can be described as informative assessment.
Informative assessment addresses the fundamental intention of assessment, that is,
how teachers and students make use of assessment information to inform and drive
teaching and learning (Forster, ACER 2009 conference).
Teachers and schools use this evidence to:

diagnose specific learning needs

improve student learning
inform teaching design
provide information for our community about student progress.

Informative assessment encompasses assessment for, of and as learning. Schools

must consider how they will gather, analyse and use assessment information or data
so that it is effective in meeting the purpose of improving both teaching and learning.

Assessment of learning assists teachers to

use evidence of student learning to assess
learner achievement against goals and
standards.
It provides summative information on a
learners achievement at a point in time for
reporting purposes.
Assessment for learning enables
teachers to use information about learner
progress to inform their teaching.
Assessment for learning focuses on the
learning needs of students.

Assessment as learning enables learners to

reflect on and monitor their own progress to
inform their future learning goals.
Assessment as learning actively involves
learners in their own learning.

Informative
Assessment

Assessment is designed to:

benefit students by clarifying their understanding of what they know and can do and
what they still need to learn. Assessment assists students in maintaining focus,
motivation and increasing confidence;
involve students by discussing, clarifying and reflecting on their goals for learning and
strategies they use;
support teaching and learning goals by ensuring students understand outcomes and
the criteria for success with teachers providing feedback to assist assessment as
learning;
align with outcomes, teaching strategies (pedagogy) and assessment criteria. Teacher
programs should be flexible to allow for changes in response to new information about
student learning.

Principles of assessment
Assessment is underpinned by the following principles (refer to Appendix 1 of this
document and p9 NTCF 2009 Overview).
Explicit

Valid and
Reliable

Accessible

Instructional
Utility

Student
Centred

Practical
Convenience

The characteristics of assessment tasks must be explicit e.g. the

intended purpose, targeted outcomes, conditions etc. Learners should
be aware of what is being assessed, the conditions in which the tasks are
to be carried out and the criteria that will be used to determine their
achievement level.
The assessment tasks should clearly assess the planned outcomes and
are to be consistently judged against the identified criteria. The tasks
should be designed to allow a demonstration of achievement across a
range of NTCF levels/bands, in order to accurately display the learners
ability. The criteria must be relevant to the targeted outcomes and the
overall judgement of student achievement should be based on a range of
evidence of learning.
Assessment tasks should allow learners from diverse backgrounds to
demonstrate learning outcomes in ways which are sensitive to and
inclusive of, the circumstances of each learner. The opportunity should
be provided for learners to apply their knowledge and skill in a range of
contexts. The tasks should cater for the learners learning style, culture,
ethnicity, abilities, gender, age, socio-economic status and linguistic
backgrounds.
Assessment should be designed to provide information which is
instructionally useful and informing of student understandings and
abilities. The assessment tasks should play a functional role that is
embedded in the teaching/learning cycle.
The task should allow students to take responsibility for their learning by
being actively involved in the process. Opportunities should be provided
for students to monitor their own progress and set their learning goals.
This provides valuable insight to help teachers and parents to make
decisions about future learning and teaching.
It is important that assessment procedures are manageable and
incorporated comfortably into classroom practices/activities.
The
assessment must be capable of providing information that justifies the
time and money involved with the implementation of the tasks.

These principles along with the Learning Management Questions (p15, NTCF 2009
Overview) must be considered when developing assessment plans.
Learning Management Questions

Quality assessment design and pedagogy that incorporates the principles of assessment,
the Learning Management Questions and an understanding of how assessment supports
effective learning (refer Table 1) should be used as a reference when developing and
reviewing assessment tasks. The design of the assessment task impacts on the students
ability to demonstrate their learning.
An analysis checklist has been developed for teachers to use as a tool for analysing the
quality of their assessment. Refer to Appendix 1, pp18-19 for Assessment Design Analysis
Tool.
Table 1 (Forster, ACER 2009 conference).
Learning is:
- a personal process

Assessment should:
-

- an ongoing
process

most effective if it
builds deep
understanding

influenced by
attitudes and
emotions

consider the variability of student learning and progress

provide personal learning pathways
drill down to explore students understandings
(diagnostic assessment).
allow progress to be monitored over time
be driven by a whole school approach. A planned
coordinated approach with teachers having a repertoire
of skills.
reveal the depth of individual understandings
encourage and reward deeper learning
use different approaches to assess learning.
promote positive attitudes and self-concepts in the
learner
expose students to what we value in learning so that
they can monitor and take control of their own learning.

The Assessment Context

In the NT, curriculum provision illustrated in Diagram 1, is described as the implementation
of a sequence of elements: the intended, implemented, experienced, assessed and
achieved curriculum, with each one responsive to the others.
Diagram 1: The Curriculum
(NTCF Overview, p 2)

The cycle of analysis, planning, teaching, assessing and reporting has been represented in
a flow chart, titled Classroom planning, teaching, assessment and reporting cycle T-9 (refer
to Appendix 2).
Within this cycle assessment is the process that teachers use to collect information and
make judgements about student learning of the intended and experienced curriculum at
various times throughout the school year.

Section summary
Assessment is an ongoing process within curriculum provision where teachers gather
evidence of learning that demonstrates what each student knows, understands and
can do.
Assessment is used to diagnose specific learning needs, to improve student learning,
to inform and improve teaching design and to provide information for our community
about student progress.
Informative assessment encompasses assessment of learning, assessment for
learning and assessment as learning.
Assessment principles, Learning Management Questions and an understanding of the
relationship between effective learning and assessment should be used to guide
teachers in designing quality assessment.

Section 2

Intended and Implemented Curriculum

The development of learning in the NTCF is described through
learning progress maps or developmental continuums and
organised using outcomes, indicators and standards.
Curriculum standards are descriptions of what teachers are
expected to teach and students are expected to learn i.e.
NTCF outcomes.

Achievement Standards identify the range of levels of

achievement expected for learners from Transition to Year 9. These standards establish
high expectations for all learners and are based on research into student cognitive
capability.
Curriculum standards and achievement standards are used in tandem to inform the teacher
of the developmental nature of learning and the expected range of achievement.
Progress maps have been developed to assist teachers to clarify the level of student
achievement, skills and understandings of the NTCF and make on-balance, holistic
judgements about student progress in relation to standards. These progress maps support
teachers in their planning for learning by identifying the interrelation of Curriculum,
Achievement, National and NT Reporting Standards. They also inform teachers
understandings in order to maintain high standards of student achievement, and provide a
frame of reference for monitoring individual student growth against standards. Appendix 3
provides an annotated sample of a progress map.
When planning for learning the question what does the learner already know? must be
asked. Planning for teaching, learning and assessment must incorporate the examination
of student performance data to ascertain learning needs. Ongoing classroom assessments,
summative student achievement data drawn from monitoring tools such as the Curriculum
eTool or Markbook and system assessment such as National Assessment Program data
must be analysed and used in planning for teaching and learning.

Section 3

Assessed Curriculum

Within the context of curriculum provision teachers need to implement practices to ensure that
teaching, learning and assessment are integral or interconnected with each other. Assessed
curriculum can be any part of the teaching and learning program that a teacher decides to
monitor closely in order to identify student learning progress.
There is a wealth of formal and informal assessments that can measure student learning.
Listed here are some broad examples of assessment strategies and tasks that provide the
opportunity for students to demonstrate learning and teachers to collect this evidence.

Examples of assessment strategies

Examples of assessment tasks

self and peer assessment

portfolios
rubrics
teachers annotations and observations.
It is recommended that day-to-day
observations are systematically recorded
and focus on significant events that are
relevant to the learning outcomes.
student reflections
conference records
interviews
photo, video and audio analysis.

Section 3

products of student work e.g. skills in

making items in ceramics, textiles
performances such as oral
presentations, dance, role-plays,
speaking a second language, are
planned assessment occasions for the
observation of students
paper and pen evidence that
demonstrates the learners mastery of
a body of knowledge, ability to reason
logically and apply procedures such as
mathematical algorithms
projects or investigations which are
extended pieces of work completed
over time involving the collection,
organisation, analysis, evaluation and
presentation of learning.

Process for ensuring quality assessment

It is strongly recommended that schools implement the following process for ensuring
quality assessment. This process will:
promote a collaborative professional learning community within the school
contribute to quality assessment design
ensure consistency and integrity of teacher judgement of student learning.
The process consists of a quality assurance and assessment integrity cycle comprised of
four phases. Ensuring quality assurance involves teachers reflecting on current practice
with the objective of ongoing improvement. This ensures comparability and validity of
student performance information and supports a shared understanding of standards.

Planning

Reviewing and
Improving

Clarifying

Confirming

Quality assurance for English literacy and numeracy in particular, should be established in
four phases within a teaching and learning cycle - planning, clarifying, confirming and
reviewing and improving process. These phases focus on the following critical elements of
teacher practice:

assessment design
consistency of teacher judgement through moderation activities
community of professional practice through the use of collaborative protocols
pedagogy of instruction.

It is recommended that the following timeline be used when implementing the process for
ensuring quality assessment and that all schools consider how these phases can be
incorporated into staff communities of practice.
Planning

Clarifying

Confirming

Early Term 1

During Term 1

End Term 2

Reviewing
&
Improving
Early Term 3

Complete learning Collaborative review

and assessment
of tasks and evidence
plans.
of learning produced
using assessment
principles and
curriculum standards.

Collaborative evaluation
of teacher assessment
and consensus on
teacher judgement.

Improvement
oriented activities
incorporated for
next teaching and
learning cycle.

Collaborative Protocols1 are structured formats that help the school community engage in
collaboratively analysing and discussing teachers assessment pedagogical practices and
student evidence of learning. Through the use of protocols, teachers clarify problems,
identify evidence to support opinions, share perspectives and create a professionally safe
climate that supports teacher reflective practice.

1. Planning
Teachers consider the range of possible learning opportunities that will enable students
to demonstrate their learning against the curriculum standards.
Principles of
assessment, learning management questions and an understanding of effective learning
should be taken into account when planning for and designing assessment.
Planning looks like teachers asking:
What do learners already know? Use evidence of learning and data sets such as
NTCF summary reports and NAPLAN data to determine students learning needs.
Where do the learners need or want to be? Use curriculum and achievement
standards to set targets and/or learning goals.
What evidence of learning will best match the intended learning?
How do learners best learn? Determine instructional and assessment pedagogy.
Refer to principles of assessment when designing assessments keeping in mind that
assessment design impacts on the students ability to demonstrate their learning.

Refer to Appendix 4 for further information on protocols to use during quality assurance and assessment
integrity cycle.
8

Planning behaviours look like:

Teachers

prepare teaching, learning and assessment plans and share with

students
provide assessment opportunities to enable students to demonstrate
curriculum standards
create conditions of success and access appropriate resources for
best learning and assessment of the intended learning.

Students

understand the curriculum standards that their evidence of learning

should demonstrate
engage with the assessment criteria used to assess performance.

School
Leaders

create and sustain systems (both within the school and from outside
the school) that guide the ongoing development of teachers, their
professional learning and the development of quality and authentic
learning, teaching and assessment plans.

Systems

sustain clear curriculum and achievement standards

create and sustain systems across schools that guide the ongoing
development of teachers, their professional learning and the
development of quality, authentic assessment plans.

2. Clarifying
This phase focuses on teachers checking that their planned assessment tasks are
effectively assessing the intended curriculum. Teachers work collaboratively reviewing
evidence of learning to ensure that the assessment opportunities provided in their program
align with curriculum standards and principles of assessment. That is, the assessment
tasks reflect the intended curriculum and the quality of the assessment design incorporates
consideration of the principles of assessment.
Subsequently, teachers respond by making adjustments to their assessment plans if
necessary.
A suitable collaborative protocol for this activity is the Assignment Protocol2. The
Assessment Design Analysis Tool3 is also a useful resource at this point in time.
Clarifying looks like teachers collaboratively discussing and asking:

What criteria will I use to check to determine if the learner has achieved the curriculum
standard?

Have I planned assessment opportunities that best measure achievement or growth?

Have I used appropriate assessment tools to give me the most accurate picture of
student learning?

What changes do I need to make to my assessment plans in order to ensure that the
learner has the opportunity to demonstrate what they know and can do in respect to the
curriculum standard?

2
3

Refer Appendix 4
Refer Appendix 1
9

Clarifying behaviours look like:

provide feedback to students so assessment is used to improve
their learning

Teachers

analyse and ensure the use of standards in their assessment

design
refer to and ensure the inclusion of principles of assessment
use collaborative protocols to review assessment plans and
designs.
Students

seek feedback from their teachers about the relationship

between their learning and the curriculum standards.

School
Leaders/Systems

create and sustain systems that support teachers to participate

regularly in standards clarification discussions or forums.

3. Confirming
The confirming phase focuses on common agreement and comparability of assessment
within a class, throughout the school and across the NT. Teachers ensure that the
curriculum standards that are the focus of the assessment have been interpreted
consistently and accurately. Moderation4 is a structured process by which teachers in and
across schools confirm or validate their judgements regarding student achievement. A
suitable collaborative protocol for this process is the Standards Protocol5.
Confirming looks like teachers collaboratively discussing and asking:

Can I make a judgement about student learning using the evidence?

Are my judgements of the learning consistent?

Does the evidence of learning give accurate information about assessment of and for
learning information?

Confirming behaviours look like:

4
5

Teachers

compare their interpretations and application of standards with

colleagues within their own working team, across a school, or across
several schools (moderation).

Students

constantly refer to the assessment criteria throughout the learning

process and take responsibility for meeting the requirements set by
the learning program.

School
leaders

create and sustain systems that ensure the quality of assessment

practices within their school

create and sustain systems that support teachers to participate

regularly in confirmation discussions or forums within the school and
across schools

manage the moderation of school-based assessment ensuring

standards have been interpreted consistently and fairly to students
assessments across schools.

Refer to p16 for further information on Moderation

Refer Appendix 4
10

4. Reviewing and Improving

Teachers review assessment plans, assessment design and their consistency of judgement
in relation to intended, implemented and assessed curriculum, with the objective of
improvement. This involves reflection, analysis of quantitative data and qualitative
feedback.
Reviewing and improving looks like teachers asking:
How well did I teach and assess this learning?
What strengths did this teaching and assessing have?
Did the achieved learning of the student reflect the intended curriculum?
Did I adapt my teaching focus or strategies to meet the needs of the learner?
Did I allow the opportunity for the learner to reflect on and take action about their
learning?
Reviewing and improving behaviours look like:
Teachers

Students

analyse and use the results6 of their students learning to strengthen

their understanding and use of the curriculum standards in their
teaching
analyse and use student achievement information to identify what
students know and can do to inform next teaching focii

use their results to reflect on their learning

use their results as a guide for the next phase of their learning setting
personal learning goals

School
leaders

create and sustain systems that regularly analyse the results of the
whole school and individual students to identify where assistance and
support may be provided in teaching programs.

Section summary

A wide range of assessment strategies and types exist for teachers to select as the
most appropriate assessment design for students.
The process cycle for ensuring quality assessment in a school is comprised of phases
called planning, clarifying, confirming and reviewing and improving.
Quality assessment design and consistency and accuracy of teacher judgement are
two critical elements of assessment.

Results can include evidence of learning, assessment rubric information, NTCF Curriculm eTool Monitoring
information, NTCF Summary reports and NAPLAN data.
11

Section 4

Achieved Curriculum
The achievement of a student is the assessed level
made by the teacher e.g. Number, Band 1 Solid at a
point in time. This judgement is in reference to the
curriculum standard as well as consideration of the
quality of learning demonstrated by the learner.
Assessment of learning and assessment for learning
are both essential and should not be considered
mutually exclusive in practice. However, they do have
very different purposes.

Assessment for learning promotes future learning by identifying learning needs and
adjusting teaching appropriately in response to students demonstrations of learning.
Assessment of learning is a point-in-time assessment describing and labelling learning.
The table below identifies the purpose and teacher action for each.
Assessment
Purpose
Assessment
for Learning
or
Formative
Assessment

Teacher Action

Evidence

Gather evidence of
learning to identify
curriculum
standards.

Evidence of learning
from a range of
assessment
opportunities e.g.
teacher observation,
conferencing, skills
practice.

Provide continuous
oral and written
feedback to
students.

Assessment of
Learning
or
Summative
Assessment

Provides insight into learning

for both students and
teachers.
Enables immediate teacher
intervention by identifying
gaps in learning.
Enables continuous reflection
on what the student knows
now and what they need to
know next.

Make standards
explicit to students.
Identify growth
within a band using
on-balance
judgements.

Teaching & Learning

Purpose

Multiple samples of
learning across a
range of contexts.

Provides a summary
judgement of what has been
learnt.
Enables tracking of student
progress.
Informs target or goal setting
process.
Used when reporting to
parents and other
stakeholders.

Identify
weaknesses in
specific areas of
learning through
analysis to guide
future planning.

Growth within a band or level

The curriculum standards at each NTCF band or level are broad descriptions of student
learning and represent significant growth and learning. The 2009 edition of the NTCF for
English, Mathematics and Science include the addition of key indicators for each curriculum
standard. The key indicators describe the solid achievement within a standard and are
used to determine what? the students know and understand. To indicate growth within a
level or band and identify the quality of learning, or the how well? the descriptors of
emerging, solid or comprehensive achievement should be used. This is relevant when
reporting student learning, that is, describing assessment of learning. Multiple samples of
learning, gathered from a range of contexts, should be used to make an on-balance
judgement of student achievement.7
7

Refer to Reporting Guidelines for further information

12

Note: The intent of assessment for learning is to inform immediate teaching and learning
actions. Therefore it is not recommended to determine growth or quality of learning i.e.
assigning emerging, solid or comprehensive to one assessment sample.
Determining student growth within a band/level and identifying quality of learning should
take into account the following three dimensions in order to identify surface to deep
knowledge and understandings:
Content:

Simple to complex knowledge and understandings i.e. the quality of the

students declarative knowledge (what learners know and understand).

Competence:

Low to high level of skills i.e. the quality of the students procedural
knowledge (what learners are able to do).

Context:

Simple to complex contexts.

Emerging, solid and comprehensive descriptors are to be used when making

judgements about student learning for reporting and monitoring of progress made.
On-balance judgements identifying the growth and quality of student learning should be
made using multiple samples of evidence of learning. Descriptors for emerging, solid and
comprehensive have been classified into the dimensions of content, competence and
context.

Content

Emerging

Solid

Evidence of learning is
inconsistent.
Beginning to
demonstrate behaviours
for this band/level.

Consistent
demonstrations
of learning across
a range of
multiple samples.

Some evidence of
learning of the previous
band/level.

Only evidence of
this level.

Demonstrates an
incomplete
understanding or has
misconceptions about
concepts and facts
taught.

Competence

Context

Demonstrates an
accurate
understanding of
the concepts and
facts taught.

Comprehensive
Consistent
demonstrations of
learning - rich in
depth, precise in
detail and uses
knowledge
meaningfully.
Some emerging
evidence of the next
level.

Demonstrates a
thorough
understanding of the
concepts and facts
taught.

Makes errors or
inaccuracies when
performing skills specific
to the task or situation.

Demonstrates
capacity to
perform skills
specific to the
task or situation,
reflecting the
curriculum
standard without
significant error.

Demonstrates
proficiency and
extended application
in performing a skill.

Evidence of learning is
within simple or limited
contexts (even when the

Evidence of
learning is within
the context of the
teaching
program.

Application of
learning across a
range of contexts,
that is beyond routine
and practice
activities.

assessment design
provides opportunity for
richer demonstrations of
learning).

13

Making on-balance judgements

Evidence of learning needs to be analysed using assessment guides (marking guide,
rubric, checklist) that are based on the curriculum standards (elements, key indicators and
indicators). This will identify an indicative achievement level e.g. Band 1.
To make an on-balance judgement using multiple samples of evidence for the purpose of
assessment of learning (refer p12) the following should be considered.

The demands of the task i.e. the difficulty of each of the assessment tasks. For
example, an open-ended richer task such as the preparation and delivery of an oral
language presentation or a literary response should be given more consideration than a
skill assessed task such as a cloze reading activity or running record.

The strength of the relationship between the assessment task and the intent or meaning
of the targeted outcome.

Presented here is a brief scenario to assist in illustrating this decision-making process.

Scenario a literature study
This scenario provides a generic picture demonstrating the interplay of multiple pieces of
evidence of learning and making on-balance or holistic judgements.
For purposes of brevity it is assumed that in this scenario the following phases in the
curriculum cycle have occurred: intended, implemented and experienced curriculum.
Throughout the implementation of this literature study the information gained from the
various assessments has been used as assessment for learning. For example specific skill
gaps in decoding an excerpt from a text were identified by miscue analysis (running
record). This diagnosis then informed the next guided reading lesson with skills explicitly
taught.

On-going assessment
e.g. teacher
observation

Assessment 1
e.g. running record

Assessment 2
e.g. comprehension
activity

Teaching, learning and

assessment program
Continual feedback loop as
assessment for and as learning

Assessed level
determined by
on-balance
judgement
e.g. Reading Band 2 Solid

Assessment 3
e.g. story map

Recorded assessed
level

Assessment 4

e.g. in CeTool

e.g. literary response

14

An analysis of assessment tasks assists in identifying the demands or complexity of the

assessment tasks in respect to their contribution to the demonstrated achievement of the
curriculum standard.

Running record
provides information at
word level e.g identify less
common sound/symbol
correspondences (LS&F).

provides information
regarding metacognitve
and comprehension
processes and strategies
e.g. use strategies such as
reading on, re-reading
and use knowledge of
sound, visual and
meaning patterns to
decode words (S).

Comprehension/cloze
activity
provides information

about the reader's

ability to make meaning
of and interpret the
text (T&C, L,S&F and S).

Story Map
provides information
on reader's ability to
identify key events,
sequence of events,
identify relationships
between characters
(L,S &F).

Literary Response
Provides information on:
the ability of the learner to read texts independently that contains information and ideas
that is beyond their immediate experience.
the ability of the learner to understand author/audience relationships and the language
structures and features that influence the reader e.g. similes, vocabularly use
the learner's ability to make connections with the text, understand and infer characters'
motivations, feelings .

While the assessment tasks are used in the two-way process of assessment for and as
learning, each of the tasks contribute to the teachers final judgement of the students
demonstration of the curriculum standard. That is, multiple samples of learning used as
evidence to determine an assessed level using on-balance judgements.
The quality of the learning is recognised through the assessment guide and this information
is used to provide feedback to the student on their performance and the teacher on the
quality of their instruction.

15

Confirming teacher judgement through moderation

Informed teacher judgement is at the heart of school-based assessment and requires clear
and shared understandings of standards. Moderation enables teachers to gain consistency
of their judgements against curriculum standards thereby assuring that these standards are
applied consistently across the NT.
The moderation process involves teachers collaboratively discussing the qualities
demonstrated in student evidence of learning in order to reach consensus when
determining student achievement. Consensus is reached through a process of comparing
the features of the evidence against the curriculum standards in the NTCF.
Moderation facilitates discussion, decision making and identifying pedagogical implications
for improving learning for individuals and/or cohorts of learners using the NTCF. It also
assists in the evaluation of assessment tasks and identification of how the design of them
can be improved for future use. Appendix 4 provides a number of collaborative protocols
which can be used to provide a structure for the conduct of moderation (confirming phase
of the quality assurance cycle) as well as examining assessment design.
Moderation can be conducted at informal or formal forums and within the school with
teaching teams and across schools within a region. It can be used to:
support teachers in applying curriculum standards consistently
evaluate teaching and learning programs and assessment tasks for alignment with
curriculum standards
evaluate assessment task design and implementation
assess the implementation of programs and methodologies.
At these forums, groups of teachers examine samples of student work from their own
classrooms and from the classrooms of other teachers. Through mediated professional
and standards-based discussions, teachers develop a shared language and
understandings about standards and effective assessment.

Section summary
1. Emerging, solid and comprehensive descriptors are used when making on-balance
judgements about student learning.
2. Three dimensions of learning: content, context and competence, are used to
identifying surface to deep knowledge and understandings.
3. On-balance judgements are made using multiple samples of evidence. This is for
the purpose of assessment of learning for reporting and monitoring growth.
4. Moderation is a professional practice that teachers engage in to ensure that
assessment is fair, honest, valid and reliable.

16

Section 5
Outcomes

Whole School Approaches to Improving Student Learning

The DET Accountability and Performance Improvement Framework (APIF) require NT

government schools to monitor school effectiveness and measure progress towards
improving student outcomes.
Hill and Crevolas Whole School
Approach
to
Improving
Student
Learning (refer to diagram), should be
used by schools to guide their review of
their school effectiveness.

Figure 1

Two key elements within this model,

Standards and targets and Monitoring
and assessment are particularly
relevant to this Assessment Guideline.
A whole school approach will enable
staff to share the same values, and use
common language, practices and
systems.

A whole school approach should be articulated in a schools vision, mission statement and
policy and practices documents. Using cycles of ongoing self-review as a whole school,
ensures that schools and school communities are partners in a process that support
students within their community to achieve to their potential.
Policy Statement 3 Assessment and Monitoring, articulates the language and
understandings that schools are required to use when implementing assessment practices.
Schools should implement the following actions to create a whole school approach to
assessment:

Embed the language and the understandings made explicit in Policy statement 3into
school policy documents.
Use the Assessment Guidelines as a reference for constructing school guidelines.
Create a system for monitoring the implementation of assessment as a whole school,
for each year cohort and for individual teachers. An emphasis should be placed on
using assessment in an ongoing way to inform teaching and learning cycles and not for
summative purposes only.
Create a system for regularly monitoring teachers assessment and ensuring that all
staff regularly engage in analysis of data and review of standards to establish
challenging, relevant targets for learners. Additionally data are routinely accessed to
strategically evaluate and improve teaching programs and learner outcomes.
Create a system for professional learning that will develop teachers capacity and
capabilities to meet the needs of their students.
Create a culture of ongoing inquiry where there is a continual focus on improvement.
All staff share, align and extend practices to provide innovative programs to support all
learners.

17

Appendix 1

Assessment Design Analysis Tool

Learning Management Questions and quality Assessment Principles used as a reference to

analyse the assessment task(s).
Note: Not all assessment tasks will address all of these criteria questions. However, teachers are
encouraged to consider all of these questions when evaluating or creating an assessment task.
Learning Management

Assessment Principles

Questions

How will I check to see

the learner has
achieved the learning
outcomes?
The Evidence

Explicit
- What is the planned outcome/s of this task?
- How has this been made explicit to the students?
- What is the expected end product?
- How will the task be implemented?
Valid and Reliable
- What is the task requiring the students to demonstrate?
- Does the task allow the students to demonstrate the planned
outcome/s across a range of NTCF levels/bands?
- What criteria are being used to assess student achievement
and are they relevant to the planned outcome/s?

How does the learner

best learn?
Learning
Dimensions

Accessible
- Does this assessment task account for diversity? (e.g. ability,
learning styles, culture etc.)
- Are you intending to assess these outcomes using an
alternate assessment method?

What does the learner

already know?
The judgement and
current achievement
level

Instructional Utility
- What prior skills/knowledge does the student need before they
attempt this task?
- Will the task allow you to determine where to next?

Where does the learner

need or want to be?
Outcomes to focus on
How will I inform the
learner and others
about the learners
progress?
Feedback/Reporting

Who will do what?

The learning team

Student Centred
- How does the task allow for student involvement in the
learning process?
- Are the students aware of how this task fits into their learning
journey?
Student Centred
- Will the students be able to evaluate their progress and
determine future learning goals from this task?
- Does this task provide insight for student reflection of their
learning?
Instructional Utility
- How will you provide feedback to the students?
- How will you use this assessment to inform others about the
students progress?
- What role will be taken by the teachers, parents and students
for further learning?

18

Learning Management

Assessment Principles

Questions
What resources do I
have at my disposal?
The means

Practical Convenience
- Do you think this task will be worthwhile for yourself, your
students and your purpose? (Is the end product worth the
time/money/human resources invested?)
- Are there any other possible outcomes that could be achieved
with this task, not already identified? (More elements/other
learning areas working smarter not harder.)

Was this task

successful?

What areas would you

now focus on for this
group of students?

Future assessment
considerations?

19

my judgement with other teachers

across the school?

4. Gather a range of evidence

of learning
Formal & informal
assessment strategies and
tasks e.g. products,
performances, projects,
investigations, paper and pen
evidence, portfolios, rubrics,
student reflections, teacher
annotations and observations.

Page numbers refer to NTCF Assessment Guidelines

5. Teacher judgement of student

learning
Use agreed standards to make
judgements about learner
achievement.
Use the Curriculum
Ensure consistency of judgement
eTool or Markbook for
through confirming processes
recording student
(p10).
achievement.
On-balance judgements identifying
growth and quality of student
How can I ensure consistency of
learning (pp13-14).

6. Monitoring student
achievement based on
evidence of learning

How will I check to

see the learner has
achieved the
targeted outcomes?

2. Target Setting
Where does the learner
Use standards to determine
need and want to be?
student growth, planning for
learning and establishment of
learning goals.
Design for learning using data.
Refer to Progress Maps (p20)
How does the
for identification of curriculum,
learner
best learn?
achievement, national and
reporting standards.
3. Planning & Teaching
Use NTCF (mandated curriculum).
Use own pedagogical knowledge.
Use Principles of Assessment in
assessment design (p3).
Plan for collection of evidence of
learning.
Use Assessment for, of and as
Classroom planning,
Learning (p2).
teaching, assessment and
Use planning and clarifying
processes (pp8-9) to check that
reporting cycle
intended curriculum standards are
T-9
demonstrated.

1. Data sources for analysis

Business Intelligence Centre
provides NTCF student
achievement data (drawn from
CeTool) and Assessment of
Student Competencies data.
RAAD provides NAPLAN
student and school data.
Classroom assessments.

Formal written reports to

parents (A to E grades)
twice a year.
Ongoing feedback to
students.
Informal opportunities to
communicate with parents.
Reporting NAPLAN
achievement to parents.

7. Reporting

How will I inform the

learner and others about
the learners progress?

What does the learner

already know?

Appendix 2

Appendix 3

Annotated Progress Map

Curriculum standards are

NTCF outcomes that
describe the stage in a
learners development.

National Minimum
Standard range for
that year level
This
indicates the
location of
the A-E
reporting
range in
relation to the
NT
Achievement
Standards.

Proficiency is the
Australian average
for that year level

Shaded bands indicate

the expected range of
achievement (NT
Achievement Standard)
for the year level.

21

Appendix 4

Turning Point Protocols

The following protocols have been adapted from the Turning Points Guide Looking
collaboratively at student and teacher work, Turning Points Transforming Middle
Schools, http://www.turningpts.org/guides.htm. These are just a few of the protocols
provided in the resource.

Norms for looking collaboratively at student evidence of

learning and teacher assessments

Stay focused on the issue under discussion

Be supportive when listening to a colleagues comments
Listen thoughtfully and openly
Give balanced feed-back that acknowledges strengths as well as
gaps in student work or teacher assessments
Explore perspectives that differ from your own and learn from
them
Dont let assumptions determine your decision - look openly and
critically at the evidence
Ask questions, not just for the aim of locating definitive answers,
but for broadening the boundaries of our understandings
Share your thinking with others

Clarifying questions are factual questions that can be answered

with a yes or no or short answer.
Probing questions are open-ended, thought provoking questions
asked to stimulate reflection. They help to better understand and
think through an issue.
Feedback is designed to equip teachers with ways forward to
improve their practice it should not make them feel like they are
being criticised.
22

STANDARDS PROTOCOL
Focus on the relationship between student work and standards
Purpose

Uncover what students know and can do.

Analyse student learning in relation to curriculum and achievement
standards.
Assess teacher assessments and whether they are designed to
produce the desired evidence.
Provide suggestions for improving instruction.

Process

Time - can be altered by asking probing questions and discussing

implications for teaching and learning
Roles Presenter - is the teacher who brings the students evidence of learning,
the assessment task description & context and any scoring rubrics if
used. The presenter identifies the standards that the assessment task
addressed.
Facilitator - monitors the time, keeps the group on task, and ensures that
the group asks probing questions and observes the norms. At the end of
the presentation the facilitator leads a discussion of the process within
the group.
1. The presenter describes the assessment task, discusses the
Procedure
standards the assessment targets, and outlines the assessment
process, rubric etc. The presenter frames a question for the group in
order to focus discussion.
2. Asking clarifying questions (5 minutes) clarifying questions have
short, factual answers. The presenter responds briefly to each.
3. Marking the work (5 minutes) - teachers individually assess the work. If
the presenter used a rubric then it should be used. It not then the
group can create a quick informal rubric using the targeted standards.
The goal is to be able to have a common perception about the overall
quality of the work.
4. Looking at the work (10 minutes) after discussing any discrepancies
in their assessment, the participants look at the student work and
consider questions that the evidence raises for them e.g.
a. What does the evidence tell us about student learning in relationship to the
targeted standard/s?
b. Are there patterns that indicate what students know and are able to do and
what they dont know?
c. Does this assessment help students meet the targeted standards?
d. What are the strengths of this assessment? How might it be further
strengthened and better aligned with the standards?

5. Analysing the work (15 minutes) the presenter restates and confirms
the focus for discussion and then listens to the discussion. This
discussion should balance the conversation between strengths and
weaknesses and tie to the standards.
6. Presenting a response (10 minutes) the presenter shares their own
perspective about the evidence and the link to standards.
7. Discussing implications for teaching and learning (10 minutes) share
new thoughts, look for ways to support the student, develop an action
plan about what needs to happen.

23

ASSIGNMENT PROTOCOL
Provides insights into how an assessment will enhance student learning
Purpose

Assessing whether an assessment requires students to explain,

manipulate, synthesise, generalise, hypothesise and infer.
Determining whether a unit of work helps students to address big
ideas, concepts or themes.
Analysing whether students are required to use different habits of
mind or learning dispositions.
Assessing how an assessment helps students to make connections
between school and the real world.

Process

Time - 60 minutes - limiting the group discussion can shorten the time.
Roles Presenter - is the teacher who brings the assessment to the group.
Facilitator - leads the group through the protocol, watches the time and
balances the warm and cool feed-back.

Procedure

1. Presenter describes the assessment (10 minutes), his/her objectives,

the context for the assessment, and how it fits into the overall
teaching plan.
2. Asking clarifying questions (5 minutes). The presenter responds
briefly to each using short factual answers.
3. Facilitator asks the group to outline how they would respond to the
assessment (10 minutes) each participant takes a few minutes to
outline what their response would be.
4. Facilitator asks the group to look at the assessment (10 minutes)
first discuss the overall strengths of the assessment. Then move the
discussion to focus on what they think the students will know and be
able to do when they complete the assessment (the presenter listens)
e.g.
a.
b.

c.
d.

Does this assessment require students to construct knowledge, use

information to analyse, synthesise or evaluate?
Does it require students to engage in disciplined inquiry, draw
conclusions, generalise the information to solve other problems,
support their ideas with evidence?
Does the assessment connect to student experiences, feelings and
observations about the world?
How could the assessment be strengthened before it is used again?

5. Presenter responds to the discussion (10 minutes) by restating what

he/she heard. The teacher may identify changes he/she will make, or
decide to come back at a later date with changes.
6. Facilitator leads a general discussion (10 minutes) by asking if there
are any general comments and whether there are any curriculum
connections.
7. Facilitator asks the group to assess the process (5 minutes) the
facilitator asks the presenter to comment first and then the entire
group about how the process worked for them.

24

COLLABORATIVE ASSESSMENT PROTOCOL

Reveals a students growth over time
Purpose

Seeing the work of a particular student in more depth.

Understanding more about the students goals: the problems and
issues he/she chooses to focus on in the context of an assessment.
Reflecting on and gathering ideas for revising classroom practice.
Assisting teachers in designing effective open-ended assessments.

Process
Time - 60 minutes, however the time may be varied by altering the group
Roles consultation time and/or presenter response time.
Presenter - is the teacher who brings the issue or work to be discussed.
Facilitator leads the group through the protocol, watches the time and
balances the warm and cool feed-back.
Procedure 1. Presenting the work (5 minutes) facilitator reviews the protocol and
the presenting teacher shares the work with participants. The teacher
says nothing about the work, the context or the student until Step 5.
2. Analysing the work (5 minutes) participants observe or read the
work in silence, making brief notes about what they particularly
notice.
3. Describing the work (10 minutes) facilitator asks the group What
do you see? Group members offer observations without making
judgements. The presenter listens and takes notes.
4. Asking questions about the work (10 minutes) facilitator asks the
group What questions does this raise for you? Group members
state any questions they have about the work, the student, the
assessment and the circumstances under which the work was carried
out. The presenter makes notes about these questions but does not
respond yet.
The facilitator then asks the questions What do you think the student
is working on? Based on their reading or observations, participants
speculate about the problems or issues that they think the student
focused on in attempting the assessment.
5. Responding to the group discussion (10 minutes) facilitator invites
the presenter to speak his/her perspective on the student work,
responding to questions, commenting on anything surprising or
unexpected.
6. Discussing the implications for teaching and learning (10 minutes)
facilitator invites everyone to share their thoughts regarding teaching,
student learning and ways to support future learning.
7. Reflecting on Collaborative Assessment Conference (15 minutes)
8. At any time over the next few weeks the presenting teacher comes
back to the team to share what he/she did with the ideas from the
protocol process, and note any changes observed in the student
learning.

25

References
Forster, M, 2009, Informative Assessment understanding and guiding learning, Australian
Council for Educational Research, 2009 Assessment and Student Learning: Collecting,
interpreting and using data to inform teaching.
Center for Collaborative Education, 2009, Turning Points, Looking Collaboratively at
Student and Teacher Work, http://www.turningpts.org/guides.htm
Marzano, R, 2008, Classroom Assessment & Grading that work, Hawker Brownlow
Education.
Marzano, R, Pickering, D, McTighe, J, 2007, Assessing Student Outcomes, Performance
Assessment using the Dimensions of Learning Model, Hawker Brownlow Education.
Masters, G & Forster, M, 1996, Assessment Resource Kit, Allanby Press Printers, Pty Ltd.
NT Department of Employment, Education and Training, 2008, Accountability and
Performance Improvement Framework, Guide for Schools, NT Government Printer
NT Department of Education and Training, 2009, Year 10 Curriculum, NT Government
Printer
NT Department of Education and Training, 2009, NT Curriculum Framework Overview, NT
Government Printer
NT Department of Education and Training, 2001, NT Curriculum Framework Overview, NT
Government Printer
Queensland Government, Department of Education, Training and the Arts, 2009,
Guidelines for assessing student achievement and moderating teacher judgements,
http://education.qld.gov.au/curriculum/framework/p-12/assessment-guidelines.html

South Australia Certificate Education, Board of SA, 2009, Quality Assurance and
Assessment Integrity Cycle.

26