Melbourne Assessment Maturity Framework- A Roadmap
| 1: Awareness | 2: Intent crystalised | 3: Align learning design | 4: Align assessment and reporting | 5: Align credentials and warranting of quality |
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NEW LEARNING AMBITIONS Identify breadth and depth of learning required, framed as capabilities | - Identify capabilities with whole of community support.
- Concept of developmental learning identified (at least by leadership group).
| - Professional learning on teaching and assessment.
- Exploration of relationship between content knowledge and general capabilities.
| - Learning design changes to support general capabilities (e.g., learning and teaching design, pedagogy culture).
| - Learning design extended to organizational changes such as development of learning partnerships or recognition of learning outside the provider.
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NEW ASSESSMENTS AND ASSESSMENTS DESIGNS Assessing what you value | | | - Recognition of limitations of current methods and processes.
- Experimentation with rubrics and performance tasks.
| - Commence design of robust assessment within and across specified learning.
- Select tools and tech support.
- Establish processes e.g., multiple assessors.
- Trialing methods (usually for formative, or low- stakes purposes, or for sub-sections of organization).
| - Scale assessment to meet required quality: robust, comparable, valid, reliable, and able to be trusted by stakeholders.
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NEW STANDARDS
Progressions to describe the increasing levels of sophistication evident in learning behaviour, from novice to expert.
| | | - Standards expressed as levelled progressions, reflecting typical trajectories of competency development.
| - Incorporation of common currency that allows reporting of attainment against common and agreed language, standards, and benchmarks.
| - Focus on moderation of against external standards.
- Warranting of assessment.
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NEW RECOGNITION
Representing learningin an informative, interpretable format that has utility.
| | | - Descriptive, teacher generated statements on reports. Use of Portfolios to evidence learning.
| - Specifications of levels of attainment in plain language, interpretable by all stakeholders. badging, profiles, and/or passports to capture attainments.
| - Credentials formulated, (e.g., profiles) for use by a wider range of external stakeholders, recruiters, and selectors.
- Use of credentials such as learner profiles.
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NEW AGREEMENTS
Agreements among stakeholders ensure the new recognition system are used for recruitment, selection, and transitions (e.g., K to prim, prim to sec, sec to tertiary).
| | | | - Relationships sought with prospective users (e.g., next school, key recruiters for TAFE, university, or employment), usually based on reputation of the provider.
| - Formal understandings with destination groups for learner.
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| Typical supports required | - Support for professional learning.
- Supportive initiatives in the broader community (e.g., media, reports, speakers, other school experiences etc, that can be drawn on.)
- Network support for leaders.
| - Support with curriculum expression.
- Common language and common capabilities frameworks.
- Community education.
- Support for change management
- Network support for leaders.
| - Professional learning opportunities.
- Shared learning ideas, resources: materials and resources on how to do it adaptable to context and content, including for teachers in specific subject and discipline areas.
- Learning progressions and assessment frames that align with external requirements.
| - Professional learning.
- Assessment frameworks and tools and tech adaptable to context and content mapped to common standards.
- ‘How to do it’ guidance
- Methods to support assessment and reporting across the school.
- Tech integration.
| - Credential templates.
- Agreements with peak provider about utility.
- Warranting opportunities.
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