Senior assessment instrument

evaluation
For use with Authority and Authority-registered subjects

14779

This tool is used to evaluate school-based assessment instruments. When an assessment

instrument has been developed, it should be evaluated before it is implemented.
Reviewer comments should be used to refine the assessment instrument. Reviewers will need
the relevant syllabus, the instrument, and the instrument-specific standards matrix.
Details of the school and the reviewer
School name

Biloela State High School

Subject

Mathematics A

Assessment
instrument

Reviewer/s

Faye Martin

Date

Applied Geometry
September 2015

Face validity
1. Read the assessment instrument and describe what the students have to do and the evidence they
will produce.
The students are required to complete an examination, showing their breadth and depth of
knowledge and skills, regarding "Applied Geometry." Students need to relate this knowledge and
skills to; simple, complex, routine and non-routine questions. Students are encouraged to show
their knowledge of; geometrical concepts and relationships in two and three dimensions, as well as
practical considerations inherent in a variety of construction areas.
2. Using the evidence identified in response to Question 1, indicate the syllabus dimensions and
objectives that the instrument is providing opportunities for students to demonstrate.
The syllabus dimensions and objectives assessed in this instrument are; knowledge and
procedures, modelling and problem solving and communication and justification. These are
assessed on multiple questions throughout the instrument.
3. Describe the match between the instrument requirements and the standards matrix, i.e. is there an
alignment between what is assessed and how judgments will be made?
Throughout the instrument there are opportunities for students to cover all of the dimensions and
objectives and also to demonstrate the syllabus standards being assessed. Hence, there is an
alignment between what is assessed and how judgements will be made.

Content validity
4. Describe how the instrument allows for the demonstration of the full range of syllabus standards
identified in the matrix.
Each question explicitly states which dimension it is addressing, allowing for a straightforward
marking system to the demonstration of the full range of syllabus standards identified in the matrix.
Each question within the instrument has also been matched against the matrix before
implementation, ensuring the matrix is able to be completely covered by student responses.
5. If the assessment instrument does not provide the opportunity to demonstrate the full range of
syllabus standards identified in the matrix, how might the task be re-designed to provide that
opportunity?
The instrument may be re-designed after referring to the syllabus for clearer and more specific
information about the relationship between techniques and opportunities.

Senior assessment instrument evaluation

For use with Authority and Authority-registered subjects

Queensland Curriculum & Assessment Authority

Page 2 of 4

Language and layout

6. Can students understand the language used? Identify any potential difficulties.
Students should be able to understand the language used, as it has been used throughout the
course in preparation towards this instrument. However, further clarification on a "builders square"
in Question 2 might be required, as some students may not know what this is if they were away for
that particular lesson. Question 7 highlights a good example of further clarification as it states,
"hemisphere - that is, half a sphere" for students that may be unaware of this term.
7. List subject-specific concepts, language and subject matter students will be required to know.
Volume, shapes, Pythagoras' Theorem, compass direction, housing, plans, ratios, surface area,
capacity, packaging.
8. Does the layout, stimulus and scaffolding:

a. provide appropriate and relevant information related to the items/tasks or task?

b. align with the dimensions and objectives being assessed?
c. add to or enhance student understanding about what they are to do?

d. detract from student understanding about what they are to do?

Yes, yes, yes, no

Equity
9. Is there any cultural, gender or social reference (implicit or explicit) in the instrument that will limit the
opportunity for all students to engage with the assessment?
No
10. List any aspects of the assessment instrument or student responses that might need consideration
or adjustment for students with disabilities.
The task requires students to read written questions and respond through written answers, hence
any student that has difficulty in reading or writing may need considerations or adjustments.

Conditions
11. List the syllabus conditions associated with this particular technique. Explain how this instrument
meets syllabus conditions.
The instrument constructs questions that are unambiguous as they are clear and to the point. The
format of the paper allows for ease of reading and responding as there is no extra irrelevant
information on the instrument. The questions allow for students to demonstrate the full range of
standards, as each question has been designed to target a designated learning experience. The
formula sheet is common and constant across the cohort. Students will not have access to
information previously stored in their calculators, as they are checked upon entering the
examination.

Senior assessment instrument evaluation

For use with Authority and Authority-registered subjects

Queensland Curriculum & Assessment Authority

Page 3 of 4

Senior assessment instrument evaluation

For use with Authority and Authority-registered subjects

Queensland Curriculum & Assessment Authority

Page 4 of 4