Presenter:
Karen Burke This course is for all stages of experience, especially Early Career Teachers who will benefit by adding a quality task to their Accreditation documents. During the day, you will gain a better understanding of how to write a Quality Assessment Task that aligns outcomes, context, task description and marking criteria. You will be able to code a task by looking for the key factors that make up a quality task and learn how to create a set of Marking Guidelines and a feedback sheet. The day will open up a deeper understanding of the Quality Teaching Framework and will touch on how to 'backward map' a Teaching and Learning Program that will support your students to succeed. Learn to 'unpack your syllabus' and walk away with a Quality Assessment Task that you can use in your next unit of work.
What to bring:Your syllabuses (Stage 4,5 & 6), an existing assessment task (hard copy), a highlighter, pens, pencil, eraser, post-it notes. Your school's 'Assessment Notification' template (if available), laptop and thumb-drive. (if desired)
| Rating | Comment |
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  | Extremely helpful presentation. Learnt a huge amount that has never been explained and Karen had time for individual questions and assistance. Extremely knowledgeable and helpful. |
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| Useful, practical application, engaging presenter who gave constructive feedback in a supportive environment. |
| Well presetned in a well structured infomrative format. |
| Presentation as very clear and informative. Learnt a lot and will incorporate this when preparing a task. Thank you. |
| Infomrative and interesting. |
| Excellent. |
| Excellent presenter. Karen was great. |
| Great, enthusiastic presenter showing experience, insight and practical knowledge. Content was of high value and well related to daily teaching. |
| Very organised presenter with extensive knowledge and passion for the job. |
| This will be a basis for the whole school strategic plan. Very inspiring. |
| Karen's style is very inclusive and encourages thought on the issues surrounding assessment. |
  | Would be good to run in specialty KLAs. |
| Heavily based on Quality teaching. Probably more directed teaching rather than peer teaching with more specific strategies. |
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| I would like to see various examples to get further ideas and to see how others have done that are considered 'quality'. |
| A good 'revision' as I have looked at this before, however, some inspiration as well as some ongoing tasks, thanks. |
