Global reform trend
   How we collect data about student learning and 
     achievement  is  at  the  centre  of  education 
     reform.
   Are our practices fit for the national purpose of 
     human development?
   Traditional  assessment  focused  on  sorting 
     function.
   Over-reliance on external system wide tests and 
     exams.
     Traditional school-based practice
    Teachers give quiz or test to chart progress of 
      students.
    Teachers  mark  and  grade  performance  using 
      implicit standards based on experience.
    Often   marks   given  based   on   relative 
      performance  rather  than  with  alignment  to 
      common standards.
     Standards-based assessment 
   Reporting  required  to  be  based  on  credible 
     evidence  about  developmental  progress  and 
     achievement.
   Reported with reference to a series of standards 
     or  verbal  descriptions  of  what  students  ‘know 
     and can do.’
   Not sufficient to say: ‘You are an ‘A’ student”.
           Modern History ‘A’
     Comprehensively analyses the key features 
       of  specific  periods  of  twentieth  century 
       history  and  evaluates  the  role  of  key 
       individuals, groups, events and ideas. 
     Evaluates the relative significance of factors 
       contributing to change and continuity in the 
       modern  world.  Displays  a  sophisticated 
       understanding  of  historical  terms  and 
       concepts. 
     Utilises  a  variety  of  relevant  historical 
       sources  and  evaluates  their  reliability. 
       Assesses  different  historical  interpretations 
       and perspectives. 
     Communicates high level argument through 
       well-structured and detailed texts. 
    Giving meaning to the standard
   The  verbal  description  helps  to  create  an 
     ‘image’ of student capability.
   A  clearer  image  emerges  when  examples  of 
     student  work  typical  of  a  student  who  has 
     achieved an ‘A’ grade are available.