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


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.
  • Learning ambitions reviewed, to maintain alignment with   community expectations.


Assessing what you value

  • Concept of developmental assessment identified (at least by leadership group).

  • 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.


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.


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.


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.
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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