Introducing the QCAR Framework

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Queensland Curriculum, Assessment and Reporting
Framework
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Workshop 1
Introducing the QCAR Framework
Aligning curriculum, assessment and reporting
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Workshop aims

• To enhance your understanding of the QCAR
  Framework
• To help you consider the opportunities and
  implications for your school

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What challenges do teachers face when

• planning teaching and learning programs?
• identifying standards for assessment and
  reporting?
• aligning what is planned, taught and assessed
  with reporting?

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The QCAR Framework
A comprehensive framework that aligns what is
taught, how it is taught, how learning is
assessed and how learning is reported for all
students in Years 19. It supports

• Consistency
• Comparability
• Continuity
• Diversity

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The five components of the QCAR Framework
Essential Learnings clarify what to teach
Standards provide a common language to describe student achievement
Assessment Bank provides online access to a collection of quality assessments and resources
Queensland Comparable Assessment Tasks (QCATs) in Years 4, 6 and 9 provide evidence of what students know, understand and can do, and support consistency of teacher judgment
Guidelines for Reporting support consistency of reporting
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Essential Learnings
The knowledge and capabilities that students need
to develop now, and draw on in the future, as
active responsible citizens and lifelong learners.
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Essential Learnings

• Identify what should be taught and what students
  should have opportunities to learn
• Incorporate the National Statements of Learning
• Support flexibility for school-based planning
• Provide a common basis for planning

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Learning and assessment focus Describes the focus
of learning and assessment within the year-level
juncture.
Ways of working Describes the essential processes
that students use to develop and demonstrate
their knowledge and understanding.
Knowledge and understanding Describes essential
concepts, facts and procedures of the KLA.
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Within the context of your school

• How can the Essential Learnings support planning
  and assessment practice?
• How well are the two dimensions Ways of working
  and Knowledge and understanding reflected in
  current planning, teaching and assessment?

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Standards

• Align curriculum to assessment and reporting
• Describe qualities evident in student work
• Provide a common language to support consistency
  of teacher judgment
• Are a key to improving assessment practice

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Knowledge and understanding
Ways of working
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Assessable elements
Assessable elements
Descriptors
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The Assessment Bank
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The Queensland Comparable Assessment Tasks
(QCATs) Years 4, 6 and 9

• Support consistency of teacher judgments
• Model quality assessment
• Provide information to teachers and students
  about
• what students know and can do
• what is working well
• what needs attention

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Guidelines for Reporting

• Provide support for
• twice-yearly reports
• reports of individual student achievement on
  QCATs
• a report for teachers on the implementation of
  QCATs

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Preparing for implementation

• How can the QCAR Framework support teaching?
• How will the QCAR Framework benefit students?
• How will the QCAR Framework help schools align
  curriculum, assessment and reporting?

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More information on the QCAR Framework
Website www.qsa.qld.edu.au Email
office_at_qsa.qld.edu.au