Introducing the Queensland system
of externally moderated school-based
assessment in Years 11–12
Schools are responsible for:
Syllabus and study area specification
A syllabus and study area specification (SAS) is a
statement of:
• the course aims and objectives
• course organisation
• learning experiences
• standards
• assessment.
Using the general objectives to plan
assessment
Identify curriculum
Syllabus/SAS
general objectives
standards
Consider teaching and
learning experiences
Develop
assessment
work program
assessment plan
The general objectives are used to plan
learning experiences
Consider what
learning
experiences
could be used
to develop this
particular
aspect of the
general
objectives
Syllabus Objective
Learning experiences I could use…
Recognise the
environmental,
social, economic
and political
implications of an
issue
Context — Qld floods and cyclone:
In pairs, students review two newspaper articles:
1. Courier Mail — flooding in Toowong and along
the Brisbane River up to UQ
2. Lockyer Valley News — local rural flooding.
•
Identify similar and different social issues in
each district
•
Whole class discusses findings, social
implications, long-term impact
•
Compare social impacts:
•
•
Chelmer (wealthy, own boats, moved
into hotels) versus
•
Rocklea (many homes on flood plain,
living in caravans, no insurance)
Possible political implications if rates go up to
pay for damaged infrastructure.
Standards-based assessment
Stated in syllabuses and SASs:
• CRITERIA are the properties or characteristics
by which student performances are appraised
• STANDARDS are fixed reference points used to
describe how well students achieve the
objectives of the syllabuses.
Criteria and Standards — Geography
1. Knowledge
The student
work has the
following
characteristics:
Standard A
Standard B
Standard C
Standard D
Standard E
 thorough and
 detailed coverage of
geographical facts,
major concepts, key
ideas, processes and
explanations
 spatial information is
 basic coverage of
geographical facts,
major concepts, key
ideas, processes and
explanations
 spatial information is
 partial coverage of
geographical facts,
concepts and key
ideas
 spatial information is
 minimal coverage
of geographical
facts, concepts
and key ideas
 spatial
information is
comprehensive coverage
of geographical facts,
concepts, key ideas,
processes and
explanations
 spatial information is
accurate and relevant
but has limited detail
 detailed identification
and explanation of
geographical patterns
and processes
 effective transformation,
interpretation and
extrapolation of
geographical
information
 identification and
explanation of some
geographical patterns
and processes
 some transformation,
interpretation and
extrapolation of
geographical
information
 identification and
explanation of simple
relationships
 identification of
simple geographical
patterns and
processes
 superficial
transformation,
interpretation and
extrapolation of
geographical
information
 identification and
explanation of simple
relationships
 identification of
 evaluation of
alternative proposals,
strategies, solutions
and plans
 application of some
criteria to the decision
 justification of
decisions
 some evaluation of
alternative
proposals,
strategies, solutions
and plans
 some connections to
factors affecting the
decisions
 some unconnected
conclusions about
the geographical
problems
 no decisions
evident
thorough, accurate and
relevant
2. Analytical
processes
The student
work has the
following
characteristics:
 in-depth identification and
explanation of
geographical patterns
and processes
 insightful transformation,
interpretation and
extrapolation of
geographical information
 accurate identification and
thorough explanation of
simple and complex
relationships, including
anomalies
incomplete with some
relevance
detailed accurate and
relevant

mostly accurate
identification and
significant explanation of
simple and complex
fragmented or
inaccurate
some simple
geographical
patterns
 unsubstantiated
geographical
information
 relationships are
inadequately
identified or
established
relationships
3. Decisionmaking
processes
The student
work has the
following
characteristics:
 comprehensive and
thorough evaluation of
alternative proposals,
strategies, solutions and
plans
 insightful and balanced
application of a range of
appropriate criteria to the
 detailed evaluation of
alternative proposals,
strategies, solutions and
plans
 effective and balanced
application of
appropriate criteria to
the decision
Instrument-specific standards
Geography standards
Standard A
Decisionmaking
processes
Instrumentspecific
standards
Standard C
Standard D
Standard E

comprehensive
and thorough
evaluation of
alternative
proposals,
strategies,
solutions and
plans

detailed
evaluation of
alternative
proposals,
strategies,
solutions and
plans

evaluation of
alternative
proposals,
strategies,
solutions and
plans

some
evaluation of
alternative
proposals,
strategies,
solutions and
plans

some
unconnected
conclusions
about the
geographical
problems

comprehensive
and thorough
evaluation of
alternative
proposals for
securing the
future of
Yingxiu

detailed
evaluation of
alternative
proposals for
securing the
future of
Yingxiu

evaluation of
alternative
proposals for
securing the
future of
Yingxiu

some
evaluation of
alternative
proposals for
securing the
future of
Yingxiu

some
unconnected
conclusions
about the
geographical
problem in
Yingxiu
Standards
associated
with exit:
Decisionmaking
processes
Standard B
Making judgments about student responses
Identify curriculum
syllabus/SAS
Consider teaching and
learning experiences
general objectives
standards
Develop
assessment
work program
assessment plan
Make judgments
Principles of quality-assurance processes
• Principles
− School-based assessment aligned to syllabus
and SAS documents
• School-based assessment
• Evidence is required
− by schools to substantiate their decisions
Quality assurance of Authority subjects
Form R3 Monitoring
• School’s implementation
of the course
• Effectiveness of
assessment: allows
students to demonstrate
the criteria across the
range of standards
• School’s decisions about
interim Levels of
Achievement.
Form R6 Verification
• How appropriate are
schools’ judgments
about students’
achievements?
• Do assessment
instruments allow
students to
demonstrate
achievement across all
criteria and standards?
Quality assurance of Authority-registered
subjects
Study Area
Specification
(SAS)
Form R12 Moderation meeting
Subjects for 2011
moderation meetings
Business
Early Childhood
Hospitality
Marine & Aquatic
Manufacturing
Science in Practice
Social & Community
Studies
Tourism
Adapted from Queensland Studies Authority 2008, Building Student
Success: A guide to the Queensland Curriculum, Assessment and
Reporting Framework, QSA
QSA Website: www.qsa.qld.edu.au
Years 11–12
Subject pages
Highlighted
standards
Documents to assist
assessment design
Assessment products — Physics
Documents to assist
teachers to develop
assessment instruments
and make judgments
English — Assessment instrument
Annotated sample student
responses — English
Annotated sample student responses —
Mathematics
Application of mathematical
definitions, rules and
procedures in routine, simple
life-related situations
Annotated sample student responses —
Visual Art
The artwork clearly embodies the
intentions stated in the research phase.
The student makes informed
decisions about media use.
effective construction and clear communication of intended and explicit
meaning applying deep knowledge and critical understanding of materials,
technologies, techniques and processes.
Assessment and responses — Japanese