• What are the strengths and weaknesses of the existing arrangements for assessment? How is the effectiveness of assessment procedures monitored? For each different group of students in each year: • What assessment evidence and what records are collected? • When are these collected? • What administrative routines are used to collect the assessment evidence? • What summaries of the results of assessment are prepared? • When are these prepared? • Is a statement bank used for feedback? • How is this edited? • What assessment evidence and what records must be retained and for how long? • What arrangements are made for the storage of the assessment evidence and the associated records? • Which teachers have what roles and responsibilities in collecting the evidence, summarizing it and ensuring the safe and secure storage of it? • What are the strengths and weaknesses of the existing arrangements for collecting the evidence? • How is the effectiveness of procedures for collecting the evidence monitored? For each different group of pupils in each year: • How is student’s’ progress and attainment reported? • When is it reported? What are the statutory requirements? • Are these requirements met? • Which teachers have what roles and responsibilities in reporting progress and attainment? • What are the strengths and weaknesses of the existing arrangements for reporting progress and attainment? • How is the effectiveness of these arrangements monitored? For each different group of pupils in each year: • What assessment evidence is moderated? • Are there exemplars of students’ graded work available that can be used to ensure standards are maintained from year to year? How is moderation of assessment organized? • What moderation is done for internal assessments? • What moderation is done for external assessments? • When is moderation done? • What record of the moderation process is retained and for how long? • Where are these records stored? • Are the moderation requirements for GCSE (UK only) and other external assessments met? • Which teachers have which roles and responsibilities in the moderation process? • What are the strengths and weaknesses of the existing arrangements for moderation? • How is the effectiveness of moderation procedures monitored?
How to Establish an Assessment Practices
Previously, I discussed in one of my earlier works about assessing ICT capability the best practices for teachers to do so. For coordinator of ICT, these practices must become standard amongst all teachers if there is to be consistency. Ideally, it is formative assessment practices that cater to the needs of an effective and efficient assessment of ICT capability as it involves a more detailed and qualitative evaluation of students’ ability and progress. It © ICTE Solutions Australia 2018
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