Melbourne Assessment Warranting Framework
Features of High Trust Assessment and Recognition
| 1.0 | LEARNING AMBITIONS ARE DOCUMENTED | Tick |
|---|---|---|
| 1.1 | Learning ambitions are explained, publicly expressed and documented, and the rationale understood and agreed by all stakeholders in the community | |
| 1.2 | Learning ambitions are expressed as learnable, assessable competencies, using commonly agreed language, and developmental standards (progressions) for each competency | |
| 1.3 | Standards in the competency frameworks are mapped to standards in other frameworks of interest or relevant to stakeholders (e.g., mapped to a state authority's framework) | |
| 1.4 | Assessment materials are provided for assessors, with progressions, indicators, and exemplar quality criteria | |
| 2.0 | LEARNING DESIGN PROVIDES OPPORTUNITY TO LEARN | |
| 2.1 | Learning design is aligned to learning ambitions: learners have multiple opportunities to develop their competence | |
| 2.2 | Learning design supports learners to deeply explore learning that reflect their interests (i.e., they can show themselves at their best as learners) | |
| 3.0 | ASSESSMENT DESIGN IS ALIGNED TO LEARNING AMBITIONS | |
| 3.1 | Assessment is based on a range of performances designed to enable learners to demonstrate levels of competence of which they are really capable | |
| 3.2 | Assessments are constructed from aggregated judgements of multiple assessors and/or across multiple appropriate performances | |
| 3.3 | Assessors have sufficient opportunities to observe performances in detail | |
| 3.4 | Assessors know each learner well (i.e., understanding the learner’s personal goals and their community, cultural and social context) | |
| 4.0 | LEARNERS HAVE AGENCY IN ASSESSMENT | |
| 4.1 | Each learner develops skill in self-assessment and in recognising standards | |
| 4.2 | Each learner has input into assessment and/or reporting processes applied to them (e.g., choosing assessors; identifying relevant competencies to include in report; managing external access to credential) | |
| 5.0 | REPORTING/CREDENTIAL DESIGN IS ALIGNED TO ASSESSMENT DESIGN | |
| 5.1 | Reports are trusted by stakeholders to be transparent and accurate representation of the level (standards) of attainments of a learner | |
| 5.2 | The authority responsible for the accuracy and integrity of the report is clearly displayed | |
| 5.3 | Leaners provide a portfolio of evidence of learner attainments | |
| 6.0 | MEASUREMENT INSTRUMENTS ARE ROBUST | |
| 6.1 | Assessment instruments meet measurement standards that show fitness for purpose (e.g., stabile, comparable, reliable, valid) | |
| 6.2 | Assessment instruments have capacity to demonstrate growth in competence accurately | |
| 7.0 | ASSESSMENTS HAVE INTEGRITY AND ARE COMPARABLE | |
| 7.1 | Teachers and assessors are competent in techniques and methods of learning design and developmental assessment | |
| 7.2 | Within school moderation between assessors is effective in ensuring comparability | |
| 7.3 | Between school moderation is effective in ensuring comparability | |
| 7.4 | Risks of cheating and misrepresentation are minimised | |
| 8.0 | UTILITY IS ESTABLISHED | |
| 8.1 | The predictive validity of the assessments in supporting next steps of learners is monitored | |
| 8.2 | Utility and value of the credential for recruiters/selectors/next teachers is monitored | |
| 8.3 | Utility and value of the credential for learners, parents and guardians is monitored |
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