Curriculum: Learning, Teaching and Assessment > QCAR > Implementing QCAR > Assessment >

Evidence of Student Achievement

Assessable Elements

Assessable elements are the features of a KLA about which evidence of student learning is collected. They relate to the two Dimensions of the Essential Learnings, Ways of working and Knowledge and understanding.

The assessable elements can be used together or independently when designing assessment.

Evidence does not need to be collected about all of the assessable elements in each assessment.

(Queensland Curriculum, Assessment and Reporting Framework, Professional Development Package)

The QCAR Framework promotes assessments that place great emphasis on problem solving, critical thinking, reasoning and metacognition. This is seen as engaging students in assessment "of and for" learning.

What to collect as evidence of learning is guided by the assessable elements identified in the Learning and assessment focus of the Essential Learnings which identify and describe the features of the KLA that need to be addressed in the learrning and assessment.

(Queensland Curriculum, Assessment and Reporting Framework, Professional Development Package)

Standards - Evidence - Agreement

To develop a shared understanding of Standards, teachers are encouraged to have conversations with each other about what these Standards mean in reference to student work.

By collaboratively developing a community of understanding, teachers are able to construct standards descriptors, or words describing the Standards for particular tasks in terms of evidence in student work.

Teachers consider the different descriptors and whether they match the evidence in the student work, and make decisions about how closely they match.

It is through conversations within a community of understanding that teachers are able to judge the connection between the Standards and the evidence in the students work.

(Queensland Curriculum, Assessment and Reporting Framework, Professional Development Package)

Teachers collect evidence across the assessable elements and make a summative judgement at a point in time, typically the end of a semester.

Teachers combine the judgements across the evidence making an on-balance judgement. This collection of evidence may take the form of a portfolio of different types of assessments or a single piece of assessment conducted in a single session or over a period of time.

(Essential Learnings and Standards: Position Paper, November 2007)

^ Top of page