Queensland Curriculum, Assessment
and Reporting Framework
Workshop 1
Introducing the QCAR
Framework
Aligning curriculum, assessment
and reporting
Workshop aims
• To enhance your understanding of the
QCAR Framework
• To help you consider the opportunities
and implications for your school
What challenges do
teachers face when …
• planning teaching and learning programs?
• identifying standards for assessment and
reporting?
• aligning what is planned, taught and
assessed with reporting?
The QCAR Framework
A comprehensive framework that aligns what is
taught, how it is taught, how learning is
assessed and how learning is reported for all
students in Years 1–9. It supports:
•
•
•
•
Consistency
Comparability
Continuity
Diversity
The five components of the QCAR
Framework
Essential Learnings
clarify what to teach
Standards
provide a common language to
describe student achievement
Assessment Bank
provides online access to a collection
of quality assessments and resources
Queensland Comparable
Assessment Tasks (QCATs)
in Years 4, 6 and 9
provide evidence of what students
know, understand and can do, and
support consistency of teacher
judgment
Guidelines for Reporting
support consistency of reporting
Essential Learnings
The knowledge and capabilities that
students need to develop now, and draw on
in the future, as active responsible citizens
and lifelong learners.
Essential Learnings
• Identify what should be taught and
what students should have
opportunities to learn
• Incorporate the National Statements
of Learning
• Support flexibility for school-based
planning
• Provide a common basis for planning
Learning and assessment focus
Describes the focus of learning and
assessment within the year-level juncture.
Ways of working
Describes the
essential
processes that
students use to
develop and
demonstrate their
knowledge and
understanding.
Knowledge and
understanding
Describes essential
concepts, facts and
procedures of the
KLA.
Within the context of your
school:
• How can the Essential Learnings support
planning and assessment practice?
• How well are the two dimensions —
Ways of working and Knowledge and
understanding — reflected in current
planning, teaching and assessment?
Standards
• Align curriculum to assessment and
reporting
• Describe qualities evident in student work
• Provide a common language to support
consistency of teacher judgment
• Are a key to improving assessment
practice
Knowledge and understanding
Ways of working
Assessable elements
Assessable
elements
Descriptors
The Assessment Bank
The Queensland Comparable
Assessment Tasks (QCATs) —
Years 4, 6 and 9
• Support consistency of teacher judgments
• Model quality assessment
• Provide information to teachers and students
about:
– what students know and can do
– what is working well
– what needs attention
Guidelines for Reporting
Provide support for:
• twice-yearly reports
• reports of individual student
achievement on QCATs
• a report for teachers on the
implementation of QCATs
Preparing for implementation
• How can the QCAR Framework
support teaching?
• How will the QCAR Framework
benefit students?
• How will the QCAR Framework help
schools align curriculum, assessment
and reporting?
More information on the
QCAR Framework
Website: www.qsa.qld.edu.au
Email: [email protected]
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Introducing the QCAR Framework