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This document outlines assessment techniques and response conditions to achieve range and balance within an assessment program. Schools consider the local context, and the age and capabilities of the students, when selecting appropriate assessment techniques, modes and
response conditions.
Techniques
Project Observed demonstration Supervised assessment
Description focuses on responding to a problem, issue or scenario using a process in a relevant context to demonstrate their learning.
Students may be supported to expand on their thinking through question prompts given by the teacher.
focuses on an opportunity for students to demonstrate their application of knowledge, understanding and skills, in a context that is realistic or playful or as a task is completed.
It requires the teacher to observe (view, listen, interpret and record) what students know, understand and can do in order to document evidence of learning against relevant aspects of the achievement standard.
focuses on responding to a set of provided questions, scenarios and/or problems.
Students are supported to access instructions and are guided through the sequence in steps.
Learning area
advice Students demonstrate and apply the mathematical proficiencies in order to make connections between concepts and
structures across strands.
A project is guided and requires students to:
• solve problems and find solutions
• gather, sort and compare information and/or data
• apply mathematics to model and represent situations
• use mathematical reasoning and language to communicate ideas.
Students apply the mathematical proficiencies when responding to simple familiar, complex familiar and unfamiliar questions, scenarios or problems that can be observed (seen, heard, interpreted and recorded).
Teachers make professional decisions at a point in time or on an ongoing basis regarding how to collect evidence of students’ learning against relevant aspects of the achievement standard. This may include:
• digital recordings
• annotated photographs
Students apply the mathematical proficiencies when responding to simple familiar, complex familiar and unfamiliar questions, scenarios or problems.
It requires students to respond to one or more short response items.
Items are typically unseen and may be based on seen or unseen stimulus.
Prep assessment techniques and conditions
Australian Curriculum: Mathematics
Prep assessment techniques and conditions
Australian Curriculum: Mathematics Queensland Curriculum & Assessment Authority
February 2023 Page 2 of 3
Techniques
Project Observed demonstration Supervised assessment
• checklists
• teacher notes.
Examples Students may use modes including written, spoken/signed, multimodal or practical.
For example:
• investigation task.
Students may use modes including written, spoken/signed or practical. For example:
• demonstration of mathematical skills and knowledge which may involve the manipulation of physical and virtual materials
• drawings
• teacher–student discussion or conference
• participation in a group discussion sharing ideas
• socio-dramatic play such as role play or small world play.
Students may use modes including written, spoken/signed or practical. For example:
• short response items
• single word, term, or sentence responses
• finding unknown elements in number sentences, equations, or expressions
• drawing, labelling or interpreting images, diagrams, text
• sorting or matching of pictures or words
• manipulating physical and virtual materials to demonstrate understanding and skills.
Conditions Suggested time:
Assessments may be administered over several lessons or broken into components to reflect the needs of the learners and the demands of the task.
Suggested length:
Length of student responses should be considered in the context of the assessment. Longer responses do not necessarily provide better quality evidence of achievement.
Suggested conditions:
Responses can include a variety of work samples collected using a variety of modes, recorded or live and may be presented digitally.
Student responses may be dictated to a scribe to reduce the literacy demands of the assessment.
Prompts may also be provided to support students to complete the assessment. However:
• scribing or prompting should not compromise the purpose of the technique or change the way the assessment is judged or marked
• details of the support must be provided on the student response.
Questions or instructions can be read to students in whole class, group or individual situations.
Prep assessment techniques and conditions
Australian Curriculum: Mathematics Queensland Curriculum & Assessment Authority
February 2023 Page 3 of 3
Notes
Multimodal texts use a combination of two or more different modes of communication (e.g. print, image and/or spoken text) where each mode contributes to communicating a message. The use of multimedia may also apply through the production and distribution of the multimodal text (e.g. presented using digital tools).
All practical work must be organised with student safety in mind. Schools must ensure their practices follow current guidelines.
Tasks should be designed for all students using the principles of accessibility (e.g. layout, font, spacing). Reasonable adjustments are made so that students with a disability have access to assessment on the same basis as their peers. For more detailed advice please visit QCAA Reasonable Adjustments.
© State of Queensland (QCAA) 2023
Licence: https://creativecommons.org/licenses/by/4.0 | Copyright notice: www.qcaa.qld.edu.au/copyright — lists the full terms and conditions, which specify certain exceptions to the licence. | Attribution (include the link): © State of Queensland (QCAA) 2023 www.qcaa.qld.edu.au/copyright.
Unless otherwise indicated material from the Australian Curriculum is © ACARA 2010–present, licensed under CC BY 4.0. For the latest information and additional terms of use, please check the Australian Curriculum website and its copyright notice.
