[Year 12 IT Apps] VELS and progression points

Mon Jun 18 18:15:58 EST 2007

Hi Robert

VCAA has not been a silent bystander in this debate. We are in regular discu=
ssion with the DoE over the relationship between curriculum, assessment and=
 reporting. I will, however, convey the opinions raised in this current disc=
ussion to the relevant VCAA personnel, who in turn can air these views in th=
eir meetings with DoE.

Regards
Paula

________________________________

From: itapps-bounces at edulists.com.au on behalf of Timmer-Arends
Sent: Mon 18/06/2007 6:03 PM
To: Year 12 IT Applications Teachers' Mailing List
Subject: Re: [Year 12 IT Apps] VELS and progression points

Hello Paula

As you say 'The VELS clearly encourages schools to determine the most approp=
riate ways of delivering the standards', however its intent is being distort=
ed, at least at secondary (esp I suspect upper secondary) by the reporting p=
rocess. I know VCAA doesn't have anthing to do with this but judging by the=
 tone of the docs from the people that do, they don't seem to want to know (=
in fact they appear to argue that it is our programs that are distorting the=
 reports!). It seems to me that if VCAA wants to see certain educational pri=
nciples upheld then it ought to get involved in the debate.

Regards
Robert T-A

	----- Original Message ----- 
	From: Christophersen, Paula P <mailto:christophersen.paula.p at edumail.vic.go=
v.au>  
	To: Year 12 IT Applications Teachers' Mailing List <mailto:itapps at edulists.=
com.au>  ; Year 7 - 10 Information Technology Teachers' Mailing List <mailto=
:yr7-10it at edulists.com.au>  
	Sent: Monday, June 18, 2007 3:51 PM
	Subject: [Year 12 IT Apps] VELS and progression points

	Dear colleagues

	Apologies for crossing into the IT apps territory, but this has been the ve=
nue for some VELS discussion. I'm a little late in joining in on this discus=
sion, but I would like to clarify some points that have been made.

	Progression points represent markers of student progress at several points=
 towards the standards. VCAA has published examples that accompany each prog=
ression point and the purpose of these examples is to:

	*         Support teachers to determine if a student is achieving as expect=
ed at a particular time of schooling

	*         Assist teachers to make on-balance judgments about progress towar=
ds the standards for the purpose of reporting to parents.

	The examples at each progression point are illustrative of student progress=
 rather than prescriptive, and they have not been written for every element=
 of a standard. This is deliberate because it means they cannot be used as a=
 syllabus. The VELS clearly encourages schools to determine the most appropr=
iate ways of delivering the standards. The VCAA examples for each progressio=
n point should not determine how schools design their curriculum. As from th=
e discussion, some schools run intense semester-based programs; others run t=
otally integrated programs over a 2-year period to coincide with a VELS leve=
l; and the options between are plenty.

	Schools are encouraged to develop their own examples of student progress fo=
r each progression point, to match their courses of study. The standards are=
 the benchmarks, however, schools have the flexibility to determine how stud=
ents will progress from one level to another. It is therefore important that=
 schools determine the specific evidence or characteristics that must be dem=
onstrated in student work at each progression point and at each level.

	I would strongly urge schools to use the VCAA progression point examples as=
 a starting point for discussion - on what basis is student progress being m=
easured? Breadth/depth of coverage? Level of precision? Level of cognition?=
 Etc It is important that your school identifies the evidence or characteris=
tics expected to be seen in student work during a reporting period so that y=
ou can make an on-balance judgment as to whether the student is progressing=
 as expected. Documenting this evidence in examples of progress is an effect=
ive way of establishing the stepping stones between each standard.

	For further reading visit http://vels.vcaa.vic.edu.au/whatsnew.html#1 and d=
ownload the PowerPoint file.

	VCAA is not responsible for the reporting side of things, so if you have an=
y queries, I suggest you contact Denise Jacobsson (jacobsson.denise.k at edumai=
l.vic.gov.au) or Maurie Sheehan (sheehan.maurice.j at edumail.vic.gov.au) for e=
xpert answers.

	Regards

	Paula

	Paula Christophersen

	ICT Curriculum Manager

	Victorian Curriculum and Assessment

	Authority

	41 St Andrews Place

	EAST MELBOURNE 3002

	Phone: 03 9651 4378

	Fax: 03 9651 4324

	Important - This email and any attachments may be confidential. If received=
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age or consequence, whether caused by the negligence of the sender or not, r=
esulting directly or indirectly from the use of any attached files our liabi=
lity is limited to resupplying any affected attachments. Any representations=
 or opinions expressed are those of the individual sender, and not necessari=
ly those of the Department of Education.

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Important - This email and any attachments may be confidential. If received=
 in error, please contact us and delete all copies. Before opening or using=
 attachments check them for viruses and defects. Regardless of any loss, dam=
age or consequence, whether caused by the negligence of the sender or not, r=
esulting directly or indirectly from the use of any attached files our liabi=
lity is limited to resupplying any affected attachments. Any representations=
 or opinions expressed are those of the individual sender, and not necessari=
ly those of the Department of Education.
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