School-based Assessment and Special Provisions in Multicultural Contexts

School-based Assessment and Special Provisions in Multicultural Contexts

  • Version 1.0.0
  • Download 4
  • File Size 177.19 KB
  • File Count 1
  • Create Date August 2, 2018
  • Last Updated August 2, 2018

School-based Assessment and Special Provisions in Multicultural Contexts

This paper examines how Queensland’,s system of externally moderated school-based assessment for Years 11 and 12 enables instruction and assessment to occur in multiculturalcontexts. It explores ways in which schools may apply special provisions to make reasonable educational adjustments for students with specific educational needs, including those arising ,from socioeconomic, cultural and linguistic factors.The use of standards descriptors as referents for making and substantiating judgments about student achievement, enables schools to develop and implement instruction and assessment to suit their local contexts whilst producing valid and reliable results for certification. The use of standards descriptors allows schools to apply special provisions, that is, to design and implement inclusive learning and assessment programs for students with special educational needs, whilst maintaining the intent and rigour of the syllabus. This presentation will make reference to an Australian Research Council linkage project that the Queensland Studies Authority participated in. It will incorporate examples of school practice, to explore the ways that schools design and implement instruction, assessment and ,provide special provisions, in multicultural contexts.

Attached Files

FileAction
paper_30e425cc0.pdfDownload 
Menu
X