To access the work samples click here.
ACARA has published work sample portfolios for Languages for Foundation-Year 10. Each portfolio contains annotated student work samples in relation to three achievement standards: satisfactory, above satisfactory and below satisfactory. The samples have been drawn from a range of assessment tasks and are authentic samples of student work.
To access the work samples click here.
All secondary language teachers are invited to participate in the Term 4 Adobe Connect webinar. As the webinar runs as a one-direction session, you will not need a microphone or be required to speak.
The webinar can contribute to 30 minutes of teacher-identified professional learning addressing Standards 6.2.2 and 7.4.2 of the Australian Professional Standards for Teachers.
- update from state office
- TeachMeet presentation (new K-10 syllabus focused assessment task).
Join us online via the Secondary Languages Adobe Connect room on Wednesday 7 November from 3:30-4:00pm.
For participants new to using Adobe Connect, please see the attached how-to-guide below.
We look forward to meeting you in the Secondary Languages meeting room.
As a follow-up to our recent K-10 syllabus workshops (run by the Languages and Culture team), last term we started posting the questions you raised, with answers from our team.
As promised, we're continuing the series in the first weeks of Term 4, starting today with assessment and reporting.
You can find previous posts on implementation, syllabus content and outcomes, target language use in the classroom, three learner groups, learning across the curriculum content, programming, Program Builder and the role of language and culture objective by clicking on the 7-10 category on the right hand side of the Languages NSW News page: https://www.languagesnsw.com/news
Please note that the information provided below is for Stages 4 and 5 in NSW public schools only. Stage 6 assessment and reporting requirements are set by NESA and must be adhered to.
Assessment in K-10 is a school-based decision. The Curriculum planning and programming, assessing and reporting to parents K-12 policy details how NSW public schools plan curriculum and teaching programs including assessment.
All teachers should be familiar with the Advice on Assessment provided by NESA, which guides approaches to student assessment: http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-the-curriculum/assessment
Q: Do we need to assess all outcomes?
A: No. You need to address all outcomes across a Stage, but you can choose which ones you formally assess.
Q: Do all outcomes need to be assessed formally? Do they need equal weighting?
A: No – see above. All outcomes should be continuously assessed using formative assessment strategies (assessment for and as learning). The decision about which outcomes are formally assessed using summative strategies (assessment of learning) is a decision for individual teachers and schools. Weightings are a school-based decision.
Q: Do all of the outcomes included in a unit (in the scope and sequence) need to be assessed in that unit formally?
A: No – see above. Teachers can choose which outcomes are formally assessed in any given unit of work.
Q: How to allocate marks to indicate outcomes from rich, multi-macro skills tasks? Standards-based.
A: Teachers design their own marking criteria when developing an assessment of learning task. Stage outcomes and Stage statements can support you in developing assessment criteria and marking guidelines.
Q: Assessment – do we provide different assessment tasks to students in different learner groups? Is this compulsory?
Q: Types of assessments for Stage 4/5 for 3 different group learners?
A: How students from different learner groups are assessed is determined by the school and teacher. All students must be given an opportunity to demonstrate achievement of the outcomes. For students with a disability, this may be via support or adjustments.
Q: How many outcomes (max.) should we allocate for a summative task, so as to not over-burden?
A: Teachers determine how many outcomes are formally assessed in an assessment of learning (summative) task. Whilst there is no specific number of outcomes recommended, it is sensible to focus on a limited number of outcomes in an assessment of learning task to allow for quality, reliable and valid assessment of the selected outcomes.
Q: Should all assessments be authentic (in other words, no more written exams)?
Q: Are exams accepted for assessment of learning?
A: It is important to provide students with a range of tasks that allow them to demonstrate their knowledge, understanding and skills, including their ability to engage in authentic, purposeful language use. Teachers are encouraged to use a wide range of assessment tools that allow students to demonstrate their learning, which may include formal written exams, if appropriate for the learners and the context.
Q: No formal exams compulsory/needed? Is it okay to do 100% task-based assessments?
A: It is not mandatory for students to complete formal exams in Stages 4 and 5. See above.
Q: How do I show assessment FOR, AS and OF learning in my programming?
A: Your units of work should contain a range of assessment activities. How you indicate this in your programming documents will vary depending on the format of your units of work. Some teachers include assessment for learning and as learning strategies with their teaching and learning strategies, others choose to show them in a separate part of the program. It is, however, very important that your programs show evidence that you use a range of assessment strategies to support your students’ learning.
Q: How do we report to the outcomes?
Q: Should we now consider changing reporting outcomes to match the new syllabus outcomes? Currently listening, speaking, reading and writing.
A: How the new K-10 outcomes will be reported on is a school-based decision. Student achievement is judged in relation to syllabus standards and reports must reflect relevant syllabus outcomes. Teachers in NSW public schools can find advice on assessment and reporting in the Policy Standards for Curriculum Planning and Programming, Assessing and Reporting to Parents K-12 (updated July 2018) at https://education.nsw.gov.au/policy-library/associated-documents/policystandards161006.pdf
Q: Can we select specific outcomes to be reported on each semester?
A: See above – reporting is a school-based decision.
If you have questions about any aspect of this information, don't hesitate to contact the Languages and Culture team.
NESA has released the new school based assessment requirements for Languages, which become effective from Term 1 2018 for Year 11, and Term 4 2018 for Year 12.
New school-based assessment requirements, and new sample assessment schedules, for all Stage 6 Languages courses are now available.
The review of school-based assessment requirements in these courses does not require amendments to the current syllabuses or impact on current course HSC Examination Specifications.
Implementation of new school-based assessment requirements for all Stage 6 Languages courses will commence with Year 11 from Term 1 2018, and Year 12 from Term 4 2018.
The new requirements reflect the Stronger HSC Standards reforms and provide a consistent approach to school-based assessment for all Stage 6 courses.
New requirements for all Stage 6 courses include:
- mandatory components and weightings for both Year 11 and Year 12 courses
- a cap on the number of formal assessment tasks to three in Year 11 and four in Year 12
- a cap on the number of formal written examination tasks that mimic the HSC examination to one per course, with a maximum weighting of 30% for the Year 12 course.
Further information regarding Principles of Assessment for Stage 6 and the background to changes to Stage 6 assessment is available on the NESA website.
For more information, contact:
Principal Project Officer
(02) 9367 8274
NESA has reviewed all Stage 6 Board Developed Course school-based assessment requirements.
The survey was released yesterday (https://www.surveymonkey.com/r/SBALANGUAGES) and closes on 9 April 2017. The survey seeks to obtain feedback about the draft components and weightings and any proposed mandatory tasks for all Stage 6 Languages courses. It is important that all teachers read and take the time to give their opinion on the changes being proposed.
Questions in the survey are optional and you may choose to answer with N/A for questions about specific courses which you are not teaching. Some of the proposed changes include:
Year 11 (internal assessment)
- 3 tasks only
- no task worth less than 20%, or more than 40%
- only one formal written exam for Year 11
Year 12 (internal assessment)
- 4 tasks
- no task worth less than 10%, or more than 40%
- One formal written exam only and weighting no more than 30% (ie this would be the trial)
Year 12 Continuers mandatory weightings (internal assessment) changing to:
- Listening 25%
- Reading 40%
- Speaking 15%
- Writing 20%
Do you subscribe to NESA News? Make sure you're receiving the latest updates.
Stronger HSC Update released
The first edition of the Stronger HSC Update was released last week by NESA. This is a new fortnightly newsletter dedicated to the Stronger HSC Standards reforms, which includes a review of languages education in NSW.
Supervisor of Marking vacancies for Modern Greek, Chinese & Italian
Applications for 2017 and 2018 HSC Supervisor of Marking positions in Modern Greek (2017), Chinese (2018) and Italian (2018) have opened. Coordinating senior markers and senior markers with HSC marking experience are encouraged to apply. Read more.
Teacher Accreditation Information Session dates released
NESA has announced dates for online and face to face information sessions on accreditation for casual teachers maintaining accreditation or working towards Proficient Teacher. Information session dates have also been announced for Highly Accomplished and Lead Teacher Accreditation candidates. Read more.
Student work samples to be retained for Stage 5 and Stage 6 Preliminary courses
Schools are required to keep a small number of student work samples and the associated assessment activities for Language courses in 2017. Schools selected to provide samples will be contacted in Term 1 or 2 each year. Read more.
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