SAILing Takes You to Where Your Course Ought to Be - Course Technology Comput...Cengage Learning
SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference
Presenter: Kelly Hinson and Angie Rudd, Gaston College
Strengthening Academic Internet Learning (SAIL) is Gaston College's online quality enhancement project (QEP). This initiative has been in place for 4 years, and places an increased effort on online course quality and a comprehensive online student support system to improve student learning in online courses. The SAIL initiative is an ongoing adaptive environment. In this session, Angie and Kelly will share the changes that have been made in the past year and why, along with the student feedback that promoted the direction of this initiative, and the reasoning behind the project and the standards put in place. Further goals for this session include: presenting a student perspective of the online environment, demonstrating the layout of our online courses in the Blackboard environment, and showing the current statistics of how these standards have improved student learning outcomes. Presenters Angie Rudd and Kelly Hinson have worked with the SAIL initiative since it was opened to instructors. Kelly has spent the summer redoing three courses using the updated SAIL standards. She and Angie work closely with the SAIL team to keep their courses at the highest standards. Both instructors are involved in online standards committees. In a lecture-based co-presentation, these two Gaston College instructors will show attendees how these SAIL standards are used to improve their online course quality. Examples will be presented from Introduction to Computers, Emerging Technologies and Management Information Systems courses. The main emphasis will be in the Introduction to Computers course. Statistics will be used to show the increase in student learning outcomes from the SAIL initiative. Attendees will take away the updated online course requirements for the QEP along with an understanding of what makes a great online course for students.
The document provides an overview and self-assessment results from Elbert County School District's accreditation process using AdvancED standards. It summarizes the district's mission, vision, beliefs, and the structure of its accreditation steering committee. For each standard, it identifies strengths, challenges, and recommendations. Key points include the district maintaining high expectations for learning, focusing on improving instructional practices, and developing a strategic plan. It also notes strengths in curriculum, leadership, teaching, and resources, while identifying areas for enhancing teaching and learning support.
HEIR conference 8-9 September 2014: Forsyth and StubbsRachel Forsyth
Rewriting the Rules: Institutional procedural change based on analysis of student feedback
As part of a large JISC-supported institutional project on assessment and feedback, two different types of institutional data were analysed to identify potential changes to assessment procedures and practice. Comments from institutional student survey data were analysed to identify 10,000 comments relating to assessment. Coding of these comments enabled the project team to identify a series of areas for change which were common across the institution, rather than just using the survey data for course-level changes, which had happened in the past. This led to the production of new institutional assessment procedures designed to improve the student experience. Institutional records about assignment types, which had been produced simply to support course validation, were then analysed to discover the ten most common types of assignment in use across the institution. Detailed guidance on implementing the new procedures was then developed for these ten assignment types, which accounted for two-thirds of the total number of assignments being taken by students. The combination of data from different parts of the institution has enabled change to be made and supported in a way novel to the university.
This document discusses the SLOAN-C Quality Scorecard, which is a tool for evaluating the quality of online education programs. It was developed using a Delphi method by a panel of online education experts. The scorecard evaluates programs across 9 quality areas and 70 indicators, with guidelines for scoring each indicator. Implementing the scorecard involves completing an online or paper version and can help programs identify areas for improvement. The scorecard is meant to complement other standards and quality frameworks and can be used freely, though the online version requires Sloan-C membership.
The document summarizes research conducted by Rajeeb Das and Timothy Brophy at the University of Florida to better understand faculty engagement in assessment processes and identify opportunities for improvement. Through surveys of assessment coordinators, stakeholder interviews, and faculty focus groups, they identified that faculty value assessment when it is used for student and program improvement. However, influential factors like class size and disciplinary accreditation requirements, as well as misconceptions about reporting requirements, can impact engagement. Based on these findings, the researchers made recommendations like facilitating peer sharing of assessment practices and clarifying reporting guidelines to cultivate greater faculty involvement.
The document outlines Realising Opportunities (RO), an ementoring program that aims to support students considering research-intensive universities. The RO program involves ementoring, conferences, academic assignments, and university events. Ementors are undergraduates at partner universities who receive training and support students through an online framework. Challenges include maintaining student and ementor engagement given the remote nature. Evaluation looks at student aspirations, decisions, and progression using surveys, engagement data, and university records. Quality assurance includes governance structures, training, and feedback to inform future planning.
This document provides an overview of the curriculum development process and outlines 11 key components:
1. A curriculum development committee plans the process and guides implementation.
2. Research identifies issues and trends to inform a needs assessment gathering teacher, student, and community perspectives.
3. A philosophy and goals are articulated to guide the program aligned with research, needs, and standards.
4. Objectives are developed and sequenced to specify expectations at each grade level.
5. Resources are identified to support teaching objectives.
6. Assessments are developed to measure student achievement of objectives.
7. The new program is implemented with support for teachers.
8. The program is continuously updated and improved through evaluation.
SAILing Takes You to Where Your Course Ought to Be - Course Technology Comput...Cengage Learning
SAILing Takes You to Where Your Course Ought to Be - Course Technology Computing Conference
Presenter: Kelly Hinson and Angie Rudd, Gaston College
Strengthening Academic Internet Learning (SAIL) is Gaston College's online quality enhancement project (QEP). This initiative has been in place for 4 years, and places an increased effort on online course quality and a comprehensive online student support system to improve student learning in online courses. The SAIL initiative is an ongoing adaptive environment. In this session, Angie and Kelly will share the changes that have been made in the past year and why, along with the student feedback that promoted the direction of this initiative, and the reasoning behind the project and the standards put in place. Further goals for this session include: presenting a student perspective of the online environment, demonstrating the layout of our online courses in the Blackboard environment, and showing the current statistics of how these standards have improved student learning outcomes. Presenters Angie Rudd and Kelly Hinson have worked with the SAIL initiative since it was opened to instructors. Kelly has spent the summer redoing three courses using the updated SAIL standards. She and Angie work closely with the SAIL team to keep their courses at the highest standards. Both instructors are involved in online standards committees. In a lecture-based co-presentation, these two Gaston College instructors will show attendees how these SAIL standards are used to improve their online course quality. Examples will be presented from Introduction to Computers, Emerging Technologies and Management Information Systems courses. The main emphasis will be in the Introduction to Computers course. Statistics will be used to show the increase in student learning outcomes from the SAIL initiative. Attendees will take away the updated online course requirements for the QEP along with an understanding of what makes a great online course for students.
The document provides an overview and self-assessment results from Elbert County School District's accreditation process using AdvancED standards. It summarizes the district's mission, vision, beliefs, and the structure of its accreditation steering committee. For each standard, it identifies strengths, challenges, and recommendations. Key points include the district maintaining high expectations for learning, focusing on improving instructional practices, and developing a strategic plan. It also notes strengths in curriculum, leadership, teaching, and resources, while identifying areas for enhancing teaching and learning support.
HEIR conference 8-9 September 2014: Forsyth and StubbsRachel Forsyth
Rewriting the Rules: Institutional procedural change based on analysis of student feedback
As part of a large JISC-supported institutional project on assessment and feedback, two different types of institutional data were analysed to identify potential changes to assessment procedures and practice. Comments from institutional student survey data were analysed to identify 10,000 comments relating to assessment. Coding of these comments enabled the project team to identify a series of areas for change which were common across the institution, rather than just using the survey data for course-level changes, which had happened in the past. This led to the production of new institutional assessment procedures designed to improve the student experience. Institutional records about assignment types, which had been produced simply to support course validation, were then analysed to discover the ten most common types of assignment in use across the institution. Detailed guidance on implementing the new procedures was then developed for these ten assignment types, which accounted for two-thirds of the total number of assignments being taken by students. The combination of data from different parts of the institution has enabled change to be made and supported in a way novel to the university.
This document discusses the SLOAN-C Quality Scorecard, which is a tool for evaluating the quality of online education programs. It was developed using a Delphi method by a panel of online education experts. The scorecard evaluates programs across 9 quality areas and 70 indicators, with guidelines for scoring each indicator. Implementing the scorecard involves completing an online or paper version and can help programs identify areas for improvement. The scorecard is meant to complement other standards and quality frameworks and can be used freely, though the online version requires Sloan-C membership.
The document summarizes research conducted by Rajeeb Das and Timothy Brophy at the University of Florida to better understand faculty engagement in assessment processes and identify opportunities for improvement. Through surveys of assessment coordinators, stakeholder interviews, and faculty focus groups, they identified that faculty value assessment when it is used for student and program improvement. However, influential factors like class size and disciplinary accreditation requirements, as well as misconceptions about reporting requirements, can impact engagement. Based on these findings, the researchers made recommendations like facilitating peer sharing of assessment practices and clarifying reporting guidelines to cultivate greater faculty involvement.
The document outlines Realising Opportunities (RO), an ementoring program that aims to support students considering research-intensive universities. The RO program involves ementoring, conferences, academic assignments, and university events. Ementors are undergraduates at partner universities who receive training and support students through an online framework. Challenges include maintaining student and ementor engagement given the remote nature. Evaluation looks at student aspirations, decisions, and progression using surveys, engagement data, and university records. Quality assurance includes governance structures, training, and feedback to inform future planning.
This document provides an overview of the curriculum development process and outlines 11 key components:
1. A curriculum development committee plans the process and guides implementation.
2. Research identifies issues and trends to inform a needs assessment gathering teacher, student, and community perspectives.
3. A philosophy and goals are articulated to guide the program aligned with research, needs, and standards.
4. Objectives are developed and sequenced to specify expectations at each grade level.
5. Resources are identified to support teaching objectives.
6. Assessments are developed to measure student achievement of objectives.
7. The new program is implemented with support for teachers.
8. The program is continuously updated and improved through evaluation.
Mick Walker - Key Changes to the National Curriculum accountability measures ...FrogEducation
The document discusses recent changes to the UK's National Curriculum, accountability measures, and Ofsted inspections. Key changes include fewer attainment levels, a focus on mastery of core subjects, and more demanding assessments. Schools will be accountable based on attainment and progress standards rather than levels. Ofsted inspections will place greater emphasis on schools demonstrating pupils' progress through formative and summative assessments. While the changes aim to improve education, they also present challenges around developing clear standards, assessment practices, and transitioning to the new system.
This document provides information about the College Transfer Success course (ACA 122). The course aims to help students develop academic goals and familiarity with college resources and policies to successfully transfer to a four-year university. It covers strategic planning, critical thinking, communication skills, and the Comprehensive Articulation Agreement. Students are required to complete weekly assignments over 7 units to develop plans for completing their community college program and transferring. Assessment is based on completion of orientation, weekly assignments, and developing academic and career plans. The course uses various online materials and activities to help students learn transfer processes and set goals for continued education.
This document outlines goals and plans for improving education in Qatar over the next decade. It notes that Qatar currently scores in the bottom tenth of countries on standardized tests. The document then presents examples of goals for students and the education system. For students, goals include developing citizenship skills, graduating high school, and improving test scores. For the system, goals include providing universal preschool, implementing standards-based reforms, and upgrading teacher training. For each goal, brief descriptions are given of implementation steps and proposed metrics for tracking progress. The overall plan is to establish clear and measurable goals to guide education improvements in Qatar.
Course Tech 2013, Angie Rudd & Kelly Hinson, Strengthening Academic Internet ...Cengage Learning
Strengthening Academic Internet Learning (SAIL)is Gaston College’s new online quality initiative. The expectation is
that with an increased effort on online course quality and a comprehensive online student support system, student
learning will improve in online courses. In a concepts-based presentation,two Gaston College instructors will show
attendees how these SAIL standards were used to improve their online course quality. Examples will be presented
from Introduction to Computers, Web Fundamentals, Emerging Technologies and User Support&Software
Evaluation courses. Statistics will be used to show the increase in student learning outcomes from the SAIL
initiative. Attendees will get to take away the online course standards used by the college and approved by SACS.
Come SAIL with us!
The PASS-IT project evaluated the use of computer-assisted assessment (CAA) across schools and colleges in Scotland. Key findings included that CAA was found to be a feasible alternative to paper-based assessment and did not disadvantage students. Benefits identified were instant feedback, increased student motivation, and potential for more flexible assessment. Barriers included technical issues, lack of infrastructure, and concerns about online assessment for high-stakes exams. Lessons learned included the need for quality assurance processes, staff training, and a phased approach combining online and paper assessments.
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This session answers the following questions: (1) How do we integrate technology in teaching and learning? (2) Is technology integration effective? (3) How do we support technology integration in our schools? (4) How do we know we are in the right track on technology integration?
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Navitas is a global education provider that partners with universities worldwide to deliver pathways programs and curriculum. They conducted a project to improve student outcomes through enhancing curriculum design and developing staff capabilities at two colleges in Victoria, Australia. Over 147 units were identified for transformation. A 10-week online professional development course supported teaching staff through the curriculum changes. Evaluation found most staff were satisfied with the course and felt confident applying strategies introduced. While student performance data is still being collected, qualitative feedback indicated staff valued peer learning and applying ideas like active learning and course narratives. Lessons included the need for sustained support of professional development and unit transformation.
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The GTPA is a culminating teaching performance assessment for preservice teachers in Australia. It requires preservice teachers to demonstrate planning, teaching, assessing, reflecting and appraising over a 4-week professional experience placement. Preservice teachers must submit evidence of addressing the five practices through a 4000-5000 word response with embedded evidence. Additional mandatory documents include a context statement, data profile, and evidence of moderation. The GTPA assesses readiness for teaching and is aligned with the Graduate Teacher Standards. It focuses on using data to understand student learning and needs, and the impact of teaching on student growth.
The document summarizes the Common Core State Standards Initiative, which aims to establish consistent K-12 standards in English and math that can be adopted by states. It discusses the importance of common standards, the momentum behind the initiative with 48 states and territories signed on, and outlines the process used to develop the standards with input from states and educators. It also emphasizes that fully implementing the standards will require changes to classroom instruction, materials, assessments, and policies to support student achievement.
This document is a resume for Carlos Lopez, Ed.D., who has over 29 years of experience in education leadership roles including superintendent, principal, and teacher. His expertise includes systems leadership, standards-based instruction, instructional technology, data-driven decision making, and cultural competency. He holds a Doctorate in Education from Wayne State University and several state certifications. His career highlights include turning around low-performing schools, increasing student achievement, securing large grants, developing strategic plans, and managing budgets.
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- Developing the NTU Student Dashboard
- Transitioning from pilot phase to whole institution roll-out
- Embedding the resource into working practices
- Future development
This document proposes ways to enhance the student experience and monitoring of performance at the Royal College of Art. It summarizes issues with unclear information provided to students, decreased student satisfaction, and narrowing participation. It recommends providing clearer information upfront, setting student satisfaction targets, capping class sizes, and unifying student support and the student union. It also suggests increasing student representation in governance, making budgets more transparent, and strengthening partnerships between the institution and student union.
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This document summarizes a presentation by Dr. Mark Brown and Dr. Kaye Shelton on developing leadership in eLearning. It introduces the speakers and their institutions. It then discusses the Quality Scorecard, a research-based evaluation instrument with 75 indicators across 9 categories to assess quality in online education. Example indicators are provided. The document notes that the Quality Scorecard can be used to engage stakeholders, identify improvement areas, and support accreditation. It is being adopted internationally and will soon be available in additional languages. The presentation addresses using the Online Learning Consortium's interactive version of the scorecard and takes questions.
The document outlines a six-step process for school self-evaluation: 1) identify focus areas, 2) gather evidence, 3) analyze and make judgements, 4) write and share a report and improvement plan, 5) put the improvement plan into action, and 6) monitor actions and evaluate impact. Schools should select between two and four aspects of teaching and learning to focus on, such as assessment practices or engagement in learning. The process is meant to help schools introduce initiatives like the Framework for Junior Cycle and focus on literacy and numeracy. Schools evaluate their practices, set targets for improvement, and create three-year plans to implement actions to achieve targets and monitor progress.
This document outlines a committee's research and recommendations for expanding opportunities for excellence in grades 7-12. The committee reviewed literature, board data, economic data, and gathered input from students, staff, administrators, and parents. Among the strengths identified are specialized programming, engaging activities, access to technology, dedicated staff, and effective student support teams. Short-term recommendations include maximizing experiential learning, ensuring student voice, improving transitions, and exploring reach-ahead opportunities. Long-term recommendations focus on targeted literacy/numeracy interventions, partnerships for additional support programs, and reducing learning gaps before grade 7.
This webinar discussed research needs and priorities for three K-12 virtual schools: Michigan Virtual School, The Virtual High School, and North Carolina Virtual Public School. Key research topics included effective instructional strategies for online learning, student engagement, collaboration tools, blended learning models, and teacher evaluation processes for online instructors. Representatives from each virtual school provided details on their programs and outlined potential research partnerships and opportunities.
This document provides guidance on developing distance learning courses at NTU. It discusses different types of distance learning including correspondence, blended, and online-only models. Key considerations for course design are learning outcomes, content, assessment, support structures, accessibility, and evaluation. Staffing, resources, copyright, and quality assurance are also important factors to consider when designing and delivering distance learning courses.
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learning will improve in online courses. In a concepts-based presentation,two Gaston College instructors will show
attendees how these SAIL standards were used to improve their online course quality. Examples will be presented
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2. What is the context for HSC monitoring?
Rules and regulations – underpinned by the Education Act 1990
NESA
Syllabuses
Stronger HSC
Standards
NESA
Registration for
government
school system
Department
Curriculum
Policy
Standards
NESA
Rules and
regulations
ACE manual
Schools online
• Effective and efficient
processes.
• Prioritise teaching time.
• Reduce administrative
burden.
Consultation is required to develop whole school negotiated processes and procedures’
2
3. 3
Department’s monitoring
advice (1 of 2)
Communication
• Published in Staff Noticeboard
• Posted in Teaching and Learning 7–12 Statewide
staffroom
• On Stage 6 web page
https://education.nsw.gov.au/teaching-and-
learning/student-assessment/stage6
4. Key changes for 2024
Summary
• Contents page
• Emphasised the need for genuine and meaningful
negotiations about whole school processes
• Reduced repetition and simplified wording
throughout
• Sub-section and link to document on
requirements for timetabling indicative course
time
• Sub-section and link to document on preventing
and managing malpractice in school-based
assessment
• Shifted maintenance of records content into
Section 1 and revised the list of records required
• Consolidated all requirements into Section 1,
removed non-mandatory information such as best
practice and responsibilities, to focus on key
requirements
• Removed sample timeline and linked to NESA’s
2024 timetable of actions in Section 1
• Included more support for teachers with links to
program templates and examples of electronic
HSC monitoring
• Changes to ATAR eligibility information
• Simplified the Principal and DEL sign off in
Section 3 (previously called Appendix 2)
4
5. 5
Department’s monitoring
advice (2 of 2)
Content
3 sections contain essential information for the effective
delivery and sign off for Stage 6 courses.
• Section 1 – HSC monitoring procedures
• Section 2 – HSC checklist and reminders
• Section 3 – Confirmation in SPaRO
6. 6
HSC monitoring procedures
(1 of 3)
School-based assessment Schools are required to develop an
assessment program for each of their
HSC courses and provide students with
written advice about the school’s
requirements for assessment in
each course.
7. HSC monitoring procedures (2 of 3)
Appropriate procedures
What is the timeframe for
marking and returning
assessments to students?
How explicit is feedback
to students?
How and where are all
assessment marks
securely recorded?
How can you balance
reliability and teacher
workload when marking
assessments?
What is your school’s
approach to collecting
work samples?
How do you deal with
draft submissions?
7
8. HSC monitoring procedures (3 of 3)
Administrative arrangements
Absence from an
assessment task
Malpractice
Illness/
misadventure
Late
submission
Invalid or
unreliable tasks
N-determinations
Student appeals
8
10. HSC monitoring (1 of 2)
To support students
Fulfil NESA requirements
Provide information
Explain information
Students use NESA Schools Online
More detail in the HSC monitoring advice
10
11. HSC monitoring (2 of 2)
To support staff
Implement negotiated processes
Support students with disability
Ensure clear understanding
More detail in the HSC monitoring advice
11
14. 14
Maintenance of records
What to keep
• Keep records centrally (or in faculties), securely and
backed up
– supports any prolonged or unexpected teacher
absence
– recommend electronic HSC monitoring
– avoid needless duplication
– avoid unnecessary creation of hard copies
– see the illustrations (examples) of practice
– more detail in HSC monitoring advice document
15. Streamlining administrative processes
Quality Time program
https://education.nsw.gov.au/teaching-and-learning/student-assessment/stage6/HSC-monitoring-advice/illustrations-of-practice
15
16. Illustrations of practice
Examples of how to maintain records
Example 1
OneNote
Example 2
Microsoft Forms
Example 3
SharePoint and
automated flows
Example 4
Google workspaces
HSC
monitoring
16
17. 17
Checklist and reminders
Compliance with ACE rules
• Pattern of study requirements
• Eligibility for EAL/D and languages
• School-based assessment and reporting
• Students with disability
• English Studies and Mathematics Standard 1
• ATAR eligibility
• HSC minimum standard
• Student wellbeing
• CPPAR K–12 policy and associated standards
• Communicating to parents
18. Support available
Stage 6
• ACE rules and requirements
• HSC monitoring advice
• HSC Common Start funding
• HSC simulated marking program
• HSC Illustrations of practice
• For networks of schools
• School queries – parents, teachers, HTs, Principals, DELs
• Teaching and Learning 7–12 Statewide staffroom
18
The information required for schools to successfully implement the HSC for all students comes from a range of sources and is underpinned by legislation. The requirements of these multiple sources have been synthesised in the HSC monitoring advice, with links to the source documents where necessary.
The HSC monitoring advice was written with a view to identifying essential processes, but with a sensitivity to teacher and NSWTF concerns about teacher workload.
NESA oversees the registration of all schools, including the NSW public school system. Feedback on this has highlighted the risk of schools teaching the wrong syllabus (old version) or setting the wrong number of assessment tasks and not timetabling indicative hours.
Public schools also need to comply with Department requirements. The department’s Curriculum planning and programming, assessing and reporting to parents K-12 policy, and associated standards document, set out the requirements for Life Ready as well as documentation to be retained. The policy has been updated in relation to requirements for additional studies (electives) in Stage 5, which includes the option for schools to deliver Department approved elective courses.
References:
Education Act: https://www.legislation.nsw.gov.au/#/view/act/1990/8/whole#%2Fpart8%2Fdiv2%2Fsec95
Educational Services Review: https://education.nsw.gov.au/about-us/strategies-and-reports/our-reports-and-reviews/educational-services-review
The 2024 HSC Monitoring advice can be found at the web address on the slide.
The HSC monitoring advice is consolidated into one document is communicated in a variety of ways:
emailed to principals
published on Staff Noticeboard at the same time
it is available on the Stage 6 website (https://education.nsw.gov.au/teaching-and-learning/student-assessment/stage6)
it is also available in the Teaching and Learning 7-12 Statewide Staffroom (Link is https://teams.microsoft.com/l/team/19%3aDOa8hIqcuhl7tYigFta86DZAD2WAwR5gm-7eOLk1rhI1%40thread.tacv2/conversations?groupId=594ab959-8c37-4064-85a4-338da8518325&tenantId=05a0e69a-418a-47c1-9c25-9387261bf991)
The HSC advice is intended to:
assist senior executive, head teachers and teachers
help when consulting to develop whole school negotiated processes and procedures
to monitor the requirements for Year 11 and Year 12.
School processes should be time efficient and managed to support teachers, students and families. Variations in processes can and do exist, depending on school context.
The advice has gone through a robust internal and external consultation process
A summary of changes will now be indicated on the first page of the HSC monitoring advice document when it’s published.
This year there have been significant changes to the document – but please know there are no additional requirements compared to previous years.
We are committed to simplifying requirements, reducing the length of the document, removing repeated information etc.
We are working to reduce teacher workload, eliminate unnecessarily administrative tasks and encourage schools to implement processes that are genuinely and meaningfully negotiated among staff so they are manageable and efficient.
I would also like to make it clear that NESA, the Department and NSWTF are aligned in that there is no expectation for HSC-style monitoring to take place in Stages 4 and 5.
The HSC monitoring advice is divided into 3 sections
Compliance with style guides and accessibility requirements
The HSC advice document now complies with department styles guides, accessibility guidelines and web publishing requirements so screen readers can accurately interpret the information.
SPaRO
The School Planning and Reporting Online (SPaRO) tool is used to collect data HSC monitoring data and HSC Teacher support data. SPaRO entries and sign-offs must be done by Principals and DELs 12 April for 2024 HSC
- In recognition of continuing disruption to schools, NESA has made changes to assessment for the HSC in 2024. These changes only apply to Year 12 students starting HSC courses in Term 4 2023, and sitting the corresponding HSC written exams in 2024. There is no flexibility with Year 11 school based assessment.
Reference:
ACE manual https://ace.nesa.nsw.edu.au/hsc-assessment-in-2024
ACE rule 8072 is all about school-based assessment and requires schools to develop an assessment program for each of their HSC courses and provide students with written advice about the school’s requirements for assessment in each course.
The advice to students must be based on the ‘Assessment and Reporting’ requirements for corresponding syllabus and must include:
the number of tasks and general nature of each task
components and weightings in relation to the total weighted mark for the course
a schedule of when assessment tasks are to take place, with adequate notice of the precise timing of each task
procedures for marking, recording and reporting with provision for clear feedback to students on their performance. This includes attainment relative to outcomes and relative position in the school group.
Reference: https://ace.nesa.nsw.edu.au/ace-8072
Procedures must be made clear in your school's assessment policy – this is so staff, students and parents are aware of what to expect.
This includes procedures for marking, recording and reporting with provision for clear feedback to students on their performance.
Take some time to discuss the questions on the slide. Please seek advice from the Stage 6 Advisor if unsure about anything. Email: secondaryteachingandlearning@det.nsw.edu.au
Reference: https://ace.nesa.nsw.edu.au/ace-8072
ACE rule 8072 also requires schools to include details of administrative arrangements such as absence from an assessment task, late submission of tasks, illness or misadventure, malpractice, invalid or unreliable tasks, student appeals arising from assessment tasks and non-completion (‘N’) determinations .
Schools needs really solid processes around each of these aspects. Many have an assessment committee/appeals committee, or equivalent, as a mechanism for independent decision-making.
The Teaching and Learning Team have developed an assessment policy checklist to help schools discuss and develop their own school-based assessment processes.
The document is available in the Teaching and Learning 7-12 Statewide staffroom. > HSC Support channel > Files
It’s framed in a way to promote discussion around processes, because every school has their own context. Your school staff, or representatives need to discuss and decide what is reasonable, what is fair and what best supports your students whilst adhering to ACE rules.
Link is https://teams.microsoft.com/l/team/19%3aDOa8hIqcuhl7tYigFta86DZAD2WAwR5gm-7eOLk1rhI1%40thread.tacv2/conversations?groupId=594ab959-8c37-4064-85a4-338da8518325&tenantId=05a0e69a-418a-47c1-9c25-9387261bf991
The next part of the document is about what can be done to assist students.
Fulfil NESA requirements
Sign the declaration on the confirmation of entry
Complete HSC all my own work
Provide information (to students AND parents/carers)
Issue students with HSC Rules and Procedures
About HSC minimum standard
Course information, common practice is issuing the syllabus topic or depth study
Providing appropriate adjustments
Timely advice about disability provisions and how to apply – NESA liaison officers run multiple workshops on this
Checking compliance – eg: subject selection, drop a subject etc
Explain information to students
Assessment information / assessment policy
Approved patterns of study if seeking ATAR or HSC
Students NESA online
Check HSC subject entries, check personal information
Access exam papers and minimum standards tests
HSC results
It is important that teaching staff are engaged in genuine and meaningful negotiations in relation to the school’s system of maintaining records.
Whole-school negotiated processes should support teaching and learning, and reduce administrative workload, while ensuring requirements can still be met.
Other considerations include:
Consistency in staff understanding of school processes
Support from senior executive
Professional learning
2024 continues to see the monitoring of an existing expectation in relation to indicative course time.
The Department requires the allocation of indicative course time to be evident in each school’s timetable documentation for all Year 11 and Year 12 courses. 60 hours per unit is the time required for a ‘typical student’ to achieve course outcomes, therefore, any variation from specified indicative hours must be based on some unique or different feature of a particular student cohort in a particular course or courses.
Further guidance on FAQ - Indicative time.docx
The file can be found in the Microsoft Team called Teaching and Learning 7-12 > HSC support channel > files
Link to team is:
https://teams.microsoft.com/l/team/19%3aDOa8hIqcuhl7tYigFta86DZAD2WAwR5gm-7eOLk1rhI1%40thread.tacv2/conversations?groupId=594ab959-8c37-4064-85a4-338da8518325&tenantId=05a0e69a-418a-47c1-9c25-9387261bf991
A new inclusion for HSC monitoring is about malpractice.
Details of the school's policy on malpractice in assessment tasks must be made clear to students.
The FAQ document shown on the slide aims to help answer some questions about how to prevent malpractice and deal with it if detected.
It brings together NESA requirements and processes associated with malpractice.
The document is available in the Teaching and Learning 7-12 Statewide staffroom > HSC Support channel > Files
Records should be kept centrally, or in faculties and be accessible to both teachers and the school executive.
Only one set of records is required. Duplication or unnecessary creation of hard copies should be avoided.
There is no requirement to undertake HSC-style monitoring in Stages 4 and 5.
(NOTE: there are different timeframes for different documents. Information is available https://education.nsw.gov.au/inside-the-department/information-management-for-schools/documents-and-records/retention-schedules-for-documents-and-records
Many schools already have a list of what they require at a faculty level each term. Just cross-check this with pages current HSC monitoring advice document.
The Quality Time program sought to simplify and modernise administrative processes and practices, to ensure that teacher and school leader time is spent on the work that matters most and best supports quality teaching and learning. Data collection and analysis (of which HSC monitoring was a part) gives schools important evidence to support the effective delivery of educational programs. It was 1 of 6 opportunity areas identified by teachers.
We engaged four schools to develop and publish their approach to electronic monitoring practices. The examples demonstrate improved ways to store, find and share HSC monitoring information
Both NESA and the DoE allow electronic records to be kept. There is NO requirement to keep paper-based records.
Efficient use of electronic systems is encouraged. 4 examples are provided and thanks to the wonderful and generous people who contributed their ideas and worked for many days on the examples.
OneNote – from Concord HS
MS Form – form Aurora
Sharepoint and automated flows – from West Wallsend HS
Google workspaces – Jamieson HS
The 2 in red shades you can use straight away – these are able to be copied, downloaded and adjusted as needed.
The 2 in blue shades require more thinking and represent a holistic approach to faculty management
Records should be kept centrally, or in faculties and be accessible to both teachers and the school executive.
Only one set of records is required. Duplication or unnecessary creation of hard copies should be avoided.
There is no requirement to undertake HSC-style monitoring in Stages 4 and 5.
(NOTE: there are different timeframes for different documents. Information is available https://education.nsw.gov.au/inside-the-department/information-management-for-schools/documents-and-records/retention-schedules-for-documents-and-records
Many schools already have a list of what they require at a faculty level each term. Just cross-check this with pages current HSC monitoring advice document.
The teaching and learning team deal with so much more than what is on the screen and are more than happy to help.
Please feel free to contact us (see details on next slide)