Using annotations to inform an understanding of achievement standards. Adie & Willis Assessment Matters 6: 2014
“In practice, rather than being transparent, standards without exemplification can be quite opaque.” p.113
The article was written and based on work with year 6 & year 2 classroom teachers in Queensland, Australia.
- Annotating exemplars prior to teaching enables better clarity of what to focus teaching on.
- Use exemplars allows you to overcome assessment differences.
- Annotate to develop a shared understanding for planning.
- Create an exemplar and annotate to show aspects of importance.
- Get students to annotate their own exemplars.
- After discussion compare your annotations to National exemplars – reveal the variance in expectation.
- Doing annotations as part of the process clarifies evidence for each standard.
- Backward mapping: start with the assessment task when planning. This also helps clarify what evidence will look like.
- Create a task which students will have to match their work to a criteria or criteria to a supplied exemplar
- Create portfolios to guide moderations.
- This can help when justifying decisions to parents.
Use of annotation – i.e. writing down rather than just talking – can help you focus on what to teach and learn and to identify specific examples of what you say a student can do.