SASTA Psychology Summer Conference

What’s wrong with marks?

January 2010

2

Historical Data

Year Enrolment Mean %

2004 597 61.3

2005 1242 59.6

2006 1740 59.2

2007 1996 55.5

2008 2096 58.4

2009 2851 51.2

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Examination Specifications

Learning Outcomes 1, 4, 5, and 61 knowledge and understanding4 informed decision making5 application of knowledge6 analysis of behaviour

Rules of thumb 1/3, 1/3, 1/3 mean 60%

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Specifications

Criteria for judging performance knowledge (40) analysis (25) application (25) evaluation (20) communication (10)Total 120

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TOPIC

Criteria 1 2 3 4 5 6Ethics

Levels

knowledge

analysis

application

evaluation

communication

Total 120

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Chemistry External Examination

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Skills 20

Elemental and Environmental Chemistry

30

Analytical Techniques 30

Using and Controlling Reactions

60

Organic and Biological Chemistry

40

Materials 20

TOTAL 20 120 20 40 200

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Moderation Impact

YEARPractical & Social

Relevance Course Work Exam

2000 84 84 68 59 59

2001 83 83 67 65 65

2002 83 82 65 63 63

2003 83 82 65 56 56

2004 82 82 64 58 58

2005 82 82 64 57 57

2006 80 79 65 62 62

…generate this!

After moderation After stat. mod

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Statistical Moderation Effects

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New SACE ‘Success for All’

Research about retention Capabilities ‘Letting students into the secret’

Professor Royce Sadler (Griffith University) ‘assessment based on criteria and standards’ ‘In Queensland we have embraced the ideas and

principles of assessing students against defined standards. We are used to words like criteria and standards.’

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Royce Sadler By criteria is meant properties,

characteristics and qualities. Standards on the other hand are

definite levels or degrees of something. Standards and criteria are different. It is possible to make a judgment about

standards without using criteria but not to justify the standard without the criteria.

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Consequences

Criteria and standards system then Standards are absolute and are not

norm-referenced Disclosure for students and teachers System promotes self monitoring and

hence motivation (learning to learn, formative work, and assessment for learning)