ENGLISH DEPARTMENT
HANDBOOK 2018 ENGLISH DEPARTMENT HANDBOOK
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ENGLISH DEPARTMENT •
Department Vision
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Department Goals
• Assessment •
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Examination philosophy
CONTENTS English Department Vision
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English Department Goals
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English Department Understanding of Assessment
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Aims of Assessment
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Objective Assessment Statements:
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Learning Skills
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Learning Knowledge
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Learning Literacy
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SOLO (Structure of the Observed Learning Outcome) Taxonomy
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English Department Assessment Policy
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Planning for assessment and teaching of an Assessment Task.
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Assessment Procedure: marking consistency and moderation
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English Department VCE Unit 3-4 Assessment Policy
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Assessment of outcomes: the teaching, cross marking and moderation process
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Planning for assessment and teaching of Outcome.
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Assessment Procedure: cross marking and moderation
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Sample Assessment Task Rubrics
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Philosophy of Examinations at Girton Grammar School – English Faculty
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Recommendations for Writing Secondary School English Examinations
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Structure of Examinations:
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Examination Section Feedback Proforma
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ENGLISH DEPARTMENT HANDBOOK
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Department Vision
We strive for best practice; to teach effectively, assess constructively and work collegially. OBJECTIVES: • An excellent curriculum •
Teach curriculum effectively
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Meaningful assessment and reporting
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Implementation of the Victorian Curriculum Authority and other government requirements
THE STUDENT EXPERIENCE: • Sequenced English skill development •
Encouragement to be a lifelong learner
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Access to quality teaching materials
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Gain competence in expressing ideas when speaking and writing
THE STAFF EXPERIENCE: • Work professionally and collegially on curriculum
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Use appropriate pedagogy to complement curriculum
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Effectively assess student learning
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Develop, evaluate and revise curriculum
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Develop English teaching skills
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A ‘growth’ mindset
Department Goals
Develop formative programmes and practices for teaching spelling, punctuation and grammar. •
Measure and develop formative programmes and practices for teaching student vocabulary.
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Understand and communicate the explicit connections between classwork and assessment.
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Formative feedback incorporated into pedagogy, and into assessment.
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Models of writing and criteria or rubric assessment developed and used consistently.
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Writing Workshops scoped and sequenced to develop expression skills.
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Compile and teach word banks for each text and Area of Study at each Year Level.
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Teach and model accurate expression (no technical: spelling, grammar or syntax errors in word-processed or handwritten work).
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Understanding of Assessment
‘Assessment as learning – assessment for learning – assessment of learning’ AIMS OF ASSESSMENT A measurement tool of learning, assessment should provide indicators of learning. It should also be used as learning: an activity where students learn through completing the task. Therefore, assessment should be part of the formative learning process; it should grow the student’s competencies as well as measure the student’s learning. Assessment should also establish the zone of proximal development, or the student’s capacity in relation to the learning skills and knowledge needed to complete the assessment. Assessment should show how to improve. OBJECTIVE ASSESSMENT STATEMENTS: Understanding: Assessment should require the application of thinking skills by the learner Knowledge: Students should understand the knowledge required to complete an assessment task Literacy: Assessment should assess specific literacy skills LEARNING SKILLS Skills relate to the ‘Understanding’ Report Indicators: a student understanding how to complete the assessment task. Measuring skill can (mistakenly) be interpreted as an abstract or subjective indicator. The task of the educator is to ‘unpack’ and explain learning so students comprehend the task and how the skills used to complete the task are being assessed. Students also need to learn how to improve their learning skills (SOLO Taxonomy and rubric assessment are applicable here).
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LEARNING KNOWLEDGE Knowledge is objective. Knowledge is accurate information. Students should understand the knowledge required to complete an assessment task, including the correct lexicon (the correct usage of metalanguage, terminology, task specific proper nouns, jargon, idioms, euphemisms, and colloquial language). Knowledge also includes understanding and accurately applying data, facts, details from text and opinions needed by learners to complete the assessment. Students need to know where to access and how to utilise or apply this knowledge as part of their learning. LEARNING LITERACY Learning and demonstrating correct spelling, grammar, syntax and punctuation is an expectation for all assessment. Assessment should also provide indicators of a student’s learning and accurate application of specific literacy skills. A student should also know how to improve their literacy.
S.O.L.O. TAXONOMY: (STRUCTURE OF THE OBSERVED LEARNING OUTCOME) Assessment rubrics should be skill based, describing the level a student demonstrates task specific skills: the observable level they achieve the learning outcomes in given tasks. Assessment Tasks published on School Reports are graded using the 100% scale: 0-49 50-54 55-59 60-54 65-69 70-74 75-79 80-89 90-100 Below is the indicative letter grade scale or equivalent for use in VCAA reporting E D D+ C C+ B B+ A A+
PLANNING FOR ASSESSMENT AND TEACHING OF AN ASSESSMENT TASK
ASSESSMENT PROCEDURE: MARKING CONSISTENCY AND MODERATION
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Discuss as a teaching team the assessment descriptors and their implication in the classroom prior to teaching unit or text
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Do not assess student work looking for specific structure, phrasing or expression that has not been taught
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Clarify expectations for assessment, specifically in relation to assessment descriptors or rubric for assessment
Be aware of marking bias (awarding students in your class above other students in the cohort)
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Check the name of the task matches the name of task on the Report Template
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Base teaching of assessment task on the shared understanding of the skills students need to successfully complete the task
Comments need to be made on assessment tasks on the Assessment Sheet, as well as when needed on the student work, composed as comments designed to assist:
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All members of the teaching team need to be included in discussions regarding teaching an assessment task
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If a member of the teaching team has misinterpreted or is applying another interpretation of the assessment task skills in their teaching, we must discuss this as a team as soon as possible, seeking clarification, aiming for best teaching practice
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We endorse the other team member’s approaches to teaching the assessment task, including variations in pedagogy, and affirm this approach to students if needed We reassure students their task will be assessed against the assessment rubric without bias or favour of a specific approach to the task
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Student to improve
Review team teaching and student learning after the assessment/ moderation process via a discussion/ meeting, with the aim of: o Ascertaining A+ samples of student work (if not apparent, write these for students to use as models). o Collecting work samples from a range of students. o Adjusting our teaching of the assessment task, if necessary, to improve/ facilitate student learning.
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Tick the applicable level of achievement on the Assessment Rubric.
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Use a percentage grade to communicate the final mark.
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VCE Unit 3-4 Assessment Policy
Assessment of Outcomes: the teaching, cross marking and moderation process PLANNING FOR ASSESSMENT AND TEACHING OF OUTCOME
ASSESSMENT PROCEDURE: CROSS MARKING AND MODERATION
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Discuss as a teaching team the assessment descriptors and their implication in the classroom prior to teaching an Area of Study.
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Limited written feedback to the Assessment Sheet, not on the essay during first marking.
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Clarify expectations for assessment, specifically in relation to VCAA Outcome descriptors or criteria for assessment.
Corrections can be made onto the essay during first marking using symbols like ticks, circles, underlining. Pencil should be used for correcting these types of errors on SACs.
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Base teaching of an Area of Study, and assessment, on the shared interpretation of the VCAA Assessment Descriptors.
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The final moderated mark (usually the second assessor’s) – should be circled and written again in pen, so students can’t change it.
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All members of the teaching team need to be included in discussions regarding teaching an Area of Study, especially when trying to interpret and reverse engineer VCAA Descriptors into classroom teaching.
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Comments need to be made on SACs on the Assessment Sheet, composed as comments designed to assist:
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If a member of the teaching team has misinterpreted or is applying another interpretation of the assessment criteria in their teaching, we must discuss this as a team as soon as possible, seeking clarification, aiming for best teaching practice.
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We endorse the other team member’s approaches to teaching the Outcome, including variations in pedagogy, and affirm this approach to students.
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We reassure students their essay will be assessed against the assessment descriptors without bias or favour of any one particular approach to the task
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Do not assess student work looking for specific structure, phrasing or expression that is not part of the teaching of Outcome.
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Be aware of marking bias (awarding students in your class above other students in the cohort)
o the assessors to be consistent across essay marking (ticking descriptor or criteria). o feedback on the strengths and weaknesses. o students knowing how to improve. o what needs to be controlled better to improve grade. •
Review team teaching and student learning after the assessment/ moderation process via a discussion/ meeting, with the aim of: o Ascertaining A+ samples of student work (if not apparent, write these for students to use as models) o Collecting work samples from a range of student essays, from each of the different classes (an entire essay would rarely be used as a model, rather, just the most effective writing). o Adjusting our teaching of the Area of Study, if necessary, to improve/ facilitate student learning.
Year, Term, Task number, Year Level and Name of Assessment Task or Examination: WHAT ASSESSMENT OUTCOMES WERE YOU TRYING TO ACHIEVE? •
Understanding: thinking skills being assessed
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Knowledge: the knowledge required to complete the assessment task
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Literacy: student application of specific literacy skills
Reflection on Achievement of Assessment Outcomes: Skills/Understanding, Knowledge, Literacy.
KEY QUESTIONS: •
What went well? Which learning outcomes: skills, knowledge and literacy were done well?
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What went less well?
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What other learning outcomes should be assessed in this task?
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What needs to be done to develop this assessment task?
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Does the Assessment Rubric cover these Assessment Outcomes?
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How was the timing of this task in relation to the course outline?
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How can the HOD help? What assistance, (technical or cognitive) do you need to develop this task and/or rubric?
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Sample Assessment Task Rubrics
Skill of:
Very Low
Topic sentence: thesis statement
Sophistication in thinking.
Explanations
Medium
High
Very High
The topic sentence The topic sentence states an answer. states a general answer with little connection to the events in the text.
The topic sentence states a reasonable answer and references events and characters outlined in the topic.
The topic sentence states a reasonable interpretation of the specific events and characters, using analytical verb and noun choices.
The topic sentence states an insightful interpretation of the specific events and characters, using sophisticated analytical verb and noun choices.
Developing ideas logically and reasonably
States that an idea is important.
States some general reasons why an idea is important.
States a plausible reason why an idea is important.
States reasons why an idea is important, through exploring the causal relationship between characters, events and the stated interpretation.
States reasons why an idea is important, through arguing the causal relationship between characters, events and the stated interpretation.
Evidence
Effectively Supporting ideas
A limited understanding of the text shown through only general or vague reference to moments and characters from the text.
Some understanding of the text through accurate reference to moments and characters from the text.
Satisfactory understanding of the text through considered selection of key moments and quotes worthy of exploration.
Thorough understanding of the text through thoughtful paraphrasing of events and fluent use of quotes which support interpretation.
Sophisticated and complex understanding of the original text through insightful paraphrasing of key moments and integrated quotes to enhance and validate the interpretation.
Link to topic
Understanding the topic
Some relation of ideas to the topic.
General relation of ideas to the topic.
Satisfactory relation of ideas to the topic through a list of reasonable arguments.
Complex linking, through reasonable, stated arguments, building a consistent and supported thesis.
Complex linking of ideas through reasonable statements that argue a consistent and supported thesis.
Expression
Choosing Vocabulary
Written language that shows limited range of vocabulary.
Mostly clear written language that communicates effectively using clear, simple vocabulary.
Generally fluent and coherent written language that employs vocabulary to communicate intended meaning.
Controlled written language that communicates effectively through appropriate and accurate vocabulary.
Expressive, fluent and coherent written language that employs a sophisticated and varied vocabulary.
Controlling spelling, word choice (homonyms, homophones) and capital letters
Written language shows limited control of spelling, choosing the correct word or use of capital letters for proper nouns.
Written language shows adequate control of spelling, choosing the correct word and use of capital letters for proper nouns.
Written language controls spelling, choice of the correct word and use of capital letters for proper nouns satisfactorily.
Fluent and coherent written language that employs the appropriate and accurate use of spelling, capitalisation and word choice.
Expressive, fluent and coherent written language that employs the skilful and accurate use of spelling, capitalisation and word choice.
Controlling punctuation
Punctuation does not adequately control clauses or sentences.
Punctuation adequately controls clauses or sentences most of the time.
Punctuation controls clauses or sentences most of the time.
Punctuation effectively controls clauses and sentences.
Punctuation effectively controls clauses and sentence, as well as effectively supports interpretation.
Percentage
Grade
Final
10
Low
/100
Creative Task
Check List
Language choices
Mark 1-5
Appropriate style
“I was frightened by the massive void.” Use of first person narrative voice. Written in the immediate past tense. Uses direct and indirect characterisation. Includes a relevant and apt title.
Explores and understands a relevant theme
The theme of peculiarity; coping with the bizarre, unusual or abnormal. The character’s thoughts and feelings explore and develop the theme. Dialogue is used to enliven and develop the theme and characters. The action or plot allows for exploration and sustained development of the theme. Imagery and description reflects and develops the theme, in appropriate and convincing ways The setting(s) help to reflect and develop the theme.
Effectively utilises a sophisticated and appropriate vocabulary
Sophisticated writing will demonstrate or utilise these and other types of vocabulary: Careful, apt, varied and sophisticated choice of words Evidence of synonyms to vary and enrich description Adjectives effectively describe nouns and noun phrases Appropriate choice of verbs, and nouns Adverbs used to develop verbs
Effective use of literary devices
Successful writing will demonstrate or utilise these and other literary devices: Simile Metaphor Oxymoron / Paradox Antithesis Personification Alliteration and assonance Repetition Onomatopoeia Other effective devices used in the piece:
Effective sentences
Effectively structured writing will demonstrate or utilise these and other effective sentences: Varied sentence length and structures such as: Simple sentences Complex sentences Compound sentences Compound-complex sentences Varied Sentence Types, as in: Questions (Interrogative sentences) Rhetorical questions Exclamatory sentences Declarative sentences Imperative sentences
Effectively controls Punctuation
Successful writers will demonstrate control over these and other forms of punctuation: Paragraphing Capital letters Full stops Commas Colons and semi-colons Possessive apostrophes Contraction apostrophes Quotation marks / inverted commas - on direct speech Exclamation marks Question marks
Effectively controls Spelling
Strong spellers’ control: The spelling of proper nouns Homonyms Vowel combinations Consonant combinations Correct suffix Correct prefix Accurate use of double letters Other spelling rules and letter combinations as they apply:
Total
E 17-19
Teacher comment
How to move forward
Reflection
How to improve
D 20-21
C 22-24
B 25-27
A 28-31
A+ 32-35
ENGLISH DEPARTMENT HANDBOOK
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Philosophy of Examinations at Girton English Faculty 1. A pass mark should be achievable by all students that do the paper (where genuine written responses are attempted for all questions). This is comparable with the VCAA English 0-10 marking scale descriptors, with 40% – 100% being the equivalent range. 2. The Examination should also offer extension tasks that challenge all students and provide strong students with the chance to excel. 3. This means that a well written examination will have some students achieving 100% and some students achieving 40% - 50%, with a fairly even spread between this range. This means that the average mark for an English examination across a year level should be approximately 65% - 70%.
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GENERAL GUIDELINES: •
Instructions for each task are to be clear and contained within that section of the paper.
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Space/lines for the answer are to be included in each section of the examination.
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Each Short Answer Question is to have its allocated marks clearly written after its answer space.
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A range of writing styles should be attempted by the students in each examination.
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Sustained written responses should be included in examinations in Years 7 and 8.
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Assessment Rubrics/Criteria for Assessment should be included for all sustained writing pieces.
Recommendations for Writing Secondary School English Examinations The Examination itself should be well designed with the following considerations; •
Correction loads (ease, speed and consistency of marking thought about in design)
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Accurate feedback to students provided by the assessed examination
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Examination should test student skill levels first and foremost
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Examination should then test student knowledge of subject specific material
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A pass mark should be achievable by all students that genuinely attempt the paper
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The Examination should also offer extension tasks to challenge capable students
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Essay Answer style questions should have a detailed rubric that indicates mark distribution. When assessing, teachers should tick the rubric
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Short Answer style questions should have allocated marks and teachers should indicate marks achieved for each question
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The teacher that assesses the section should feel free to change the marks they have given if students or teachers request a re-assessment (up or down) but no other staff member has the right to change student grades (unless an obvious error in addition has occurred).
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Structure of Examinations
Section A:
Area of Study 1: Text Response Essay
Section B:
Area of Study 2: Comparative Text Response Essay
OR Section B:
Area of Study 3: Argument Analysis task
YEAR 7-9 EXAMINATIONS
YEAR 10-11 EXAMINATIONS
1. Section A – Text Response Essay/Activities (focus on Text designated to AOS1)
These need to be moving towards the VCE English Examination format. They are essay based, but should still provide students with;
2. Section B – Creative Text Response activity or persuasive writing OR •
Understanding Language/Argument Analysis: activity focuses on persuasive language use where students demonstrate their understanding of how language and argument is used to position an audience.
What activities you choose to include is the responsibility of the staff member writing the examination or section but ideas should be work-shopped with the other teachers teaching at that year level so all generally approve the examination.
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Rubrics for students to determine the level of their own response
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Rubrics for examiners to provide accurate feedback on students’ demonstrated skills
Examination Section Feedback Proforma Aim: feedback used to improve quality of future Examination Writing English:
Year:
Assessor:
Section A - Text Response Essay Section B - Creative Writing Text Response or Language comprehension or argument analysis
General Feedback: Feedback on structural/ composition issues: 1.
Was the Examination Front Page complete and accurate?
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Instructions for task - were they clear and contained within that section of the paper?
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Were there adequate space/lines for the answer?
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Did the rubric for extended responses include a clearly visible place for the final percentage grade?
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Did the rubric assess the skills required to complete the task?
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Did each short answer question have its allocated marks clearly written after its answer space?
7.
Did the allocated marks add up to the section total?
Specific Feedback: Feedback on assessed content: 1.
Overall impression of how cohort handled the section (include data such as averages if you have it but not essential – teachers can correlate and report on this data using Synergetic)
2.
Briefly outline expected correct response for each question – what were you looking for?
(Insert a correctly completed question/s here – insert a scanned example of student work) •
Explain features of an excellent response o Content • Argument/Ideas • Use of Evidence/examples o Style • Spelling • Syntax • Punctuation
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Explain how effectively the rubric assessment sheet was used to indicate a student’s level of achievement
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