HOW CAN A SYSTEM WITH NO PUBLIC EXAMS BE FAIR?

HOW CAN A SYSTEM WITH NO PUBLIC EXAMS BE FAIR?

For 25 years, I have worked in a high school education system, where for the final 2 years of schooling, teachers at each school write their own programs of work and write their own assessment items. They then mark and report on this assessment. There are no final public statewide exams, and as an o...

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Bibliographic Details
Main Author: Thomas, Kerry J
Other Authors: HTW Dresden, Informatik, Mathematik
Format: Others
Language:English
Published: Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden 2012
Subjects:
Moderation
Programmentwicklung
Fortbildung
Arbeitsprogramm
Unterricht in Queensland
Gutachtergruppen
Gerechtigkeit
schulbezogene Bewertung
Bewertungsdesign
Program Writing
Assessment
Work Program
Queensland Education
Review Panels
Equity
School bases assessment
Assessment design
ddc:510
rvk:SD 2009
Online Access:http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81015
http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-81015
http://www.qucosa.de/fileadmin/data/qucosa/documents/8101/Proceedings-636pages-Dresden2009_548-553.pdf
Description
Summary:For 25 years, I have worked in a high school education system, where for the final 2 years of schooling, teachers at each school write their own programs of work and write their own assessment items. They then mark and report on this assessment. There are no final public statewide exams, and as an outcome students right throughout the State are ranked for University entry. What follows is an exploration into the procedures that are put in place to ensure that each and every student is treated fairly and equitably. I will discuss the various levels of moderation that take place between schools, the processes that aid in keeping a level playing field for all concerned.

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