The 2018 CiTEL Curriculum Conference was held on 25 and 25 May at Lourdes Hill College. Resources and presentations from the conference have been made available for ongoing reference. From the ‘Conference Resources’ tab.
The 2018 CiTEL Curriculum Conference provides a platform for curriculum leaders and teachers to gather and share practice. The 2018 conference theme of “ASSESSMENT – BEYOND 2019” will bring together a rich, interactive and very practical program covering different aspects of assessment. There is a particular focus on practitioners and strategies for implementing the new Queensland senior assessment processes and requirements.
Assessment: 2019 & Beyond
Friday 25 May, 1:00pm – 5:00pm
Saturday 26 May, 8:30am – 3:00pm
For more information, phone (07) 3399 8888
or email: firstname.lastname@example.org
Dr Janelle Wills (PhD) is the Associate Director of Marzano Research for Solution Tree Australia. She is the lead training associate for High Reliability Schools, The New Art and Science of Teaching and other Marzano Research topics in Australia. She works extensively with schools, regions and systems throughout Australia.
Janelle’s PhD focused on self-efficacy and contributed to multiple fields of knowledge including special education, gifted education, assessment and feedback. Janelle has also authored and contributed to numerous articles and books.
Through practical application she has been able to link theory to practice resulting in the development of significant initiatives both within schools, and across schools at a sector level.
Keynote: Activating Learning Through Assessment: It’s time for a new perspective
Assessment is most productive when its purpose is for learning (Reeves, 2006). And even more powerful when assessment becomes a tool for students to track and monitor their own progress. If we are serious about so called ‘21st Century Skills’ we need to adopt and promote assessment practices that enable students to become self-regulatory learners. Learners who have clearly articulated learning goals, know where they are in relation to that goal and how to adapt or adjust their behaviours accordingly in order to attain the desired goal. For this to occur we need to move beyond traditional forms of assessment based on a belief that the role of teachers is to deliver the curriculum, the role of students is to learn and the role of assessment is simply to establish how much of what the teachers have taught, students have successfully learnt (Masters, 2016).
This keynote shows how the framework and basic principles of Marzano and Kendall’s New Taxonomy of Educational Objective can be used to activate learning and transform assessment practices.
Workshop: Maximising the Potential of Classroom Assessments
The quality of classroom assessment is recognised as the most powerful type of measurement in education that influences student learning (McMillan, 2013). However, there are issues that need to be addressed if classroom assessments are to meet their full potential as a tool for instruction, learning and student motivation (Marzano, 2017). Most of the issues around classroom assessments relate to the concepts of reliability and validity. This workshop addresses these issues and outlines a process that helps teachers to design assessments that are both reliable and valid. Participants will be guided through the process of constructing effective proficiency scales (a variation of a learning progression) to ‘unpack’ curriculum expectations and more accurately assess student progress toward meeting or exceeding each of the standards. The application of the Marzano and Kendall New Taxonomy of Educational Objectives will be a focal point.