Separate educator assessment guidance

Keep this page, the editable source and word probes out of a pupil’s fresh check view. Source separation is a presentation boundary, not access-control security. The saved first response is distinct from a prompted revision. Never put a completed model into an own-response space.

What this fortnight can show

Comprehension: locate a relevant detail; explain an inference with a clue; compare claims/conditions; name an unresolved question. Composition: organise relevant ideas for a reader, make source limits clear and choose a useful revision. Individual reading/spelling: observe an appropriately taught word/text separately. These are original component criteria, not copied QCAA A–E descriptors or a whole achievement-standard grade.

Make a manageable evidence plan

Days 21–24/26–29: rotate two or three pupils for a brief conference. Days 25/30: save an initial fresh response, then conduct individual probes across available rotations. Record actual support and what was not observed. A 25-minute script cannot supply an individual fluency judgement for every pupil in a large class. Instructions/source may be adult-read; note that route.

Original component interpretation

Located: the child identifies a relevant supplied detail or condition. Explained: the child connects a claim or possible meaning to that source, with an appropriate limit. Organised: their own response groups related ideas for its reader. Revised: a chosen change improves accuracy or usefulness. Use descriptions plus samples, not a summed score. If a component is not yet shown, reteach the exact idea; do not diagnose a child or predict attainment.

Queensland conditions and reporting limit

QCAA Years3–4 guidance supports extended responses or observed demonstrations in written, spoken/signed or multimodal forms, including components over lessons. Its suggested lengths guide task design; they are not a completion minimum here. These short formative components do not automatically satisfy a school’s summative task or folio requirements. Standard elaborations support teacher judgement across appropriate evidence. Our component criteria do not award a whole Year 3 A–E grade. Check the current linked conditions, school assessment plan and access arrangements.

Optional project and delivery choices

Day 29 supports a display guide, kit guide or library question guide. Keep source details, limits, draft and chosen revision. Actual private oral/signed/multimodal delivery may add evidence; planning, viewing a guide, typing alone or an adult reading it is not evidence of child voice features. No forced performance or recording.

Check A · Day25

Exact unseen fictional source

A drawing labelled Object Q shows a round badge. Two small squares sit near its edge. The caption says: “Blue centre; two square marks near the edge.” No owner, date or material is named. Next to it, Sam has written: “Maybe it belongs to the craft club.”

Matched interpretation

Any accurate visible/caption detail, linked to its source, is acceptable. Centre colour is a caption claim; it need not be visually accessible.

Maybe explicitly marks uncertainty; the supplied card has no ownership evidence. Sam’s suggestion is possible, not established.

Owner, date, material or another genuinely unstated attribute can be asked about. No fixed question wording is required.

Credit grouped relevant detail and a separate question/limit, appropriate to the imagined organiser. Adult-scribed composition can show ideas; it does not prove independent handwriting/spelling.

Reserved individual words

rejoin, camper, baking.

re + join; camp + er; bake becomes baking by final silent-e removal before ing. Model sound–letter blending only after recording the first supported attempt. Do not confuse morphemes with spoken syllables.

Before the first attempt, check taught prerequisites. Ask the child to read each suitable word, then separately produce an appropriate spelling sample without seeing the answer. Record adult help, substitutions and unobserved items. Do not display these words as class practice before the check.

Next teaching

Detail absent: reread a prior practice record and locate a relevant line. Inference certain without support: model “might” with a specific clue. Comparison absent: put matching claim/condition words side by side. Paragraphs mixed: sort the pupil’s own ideas by job. Word-pattern difficulty: return to the taught phoneme–grapheme/base/suffix point, then try a different appropriately selected item.

Check B · Day30

Exact unseen fictional source

Text A — an inviting poster for children: “Every craft table is ready for visitors. Choose any table and start.”

Text B — an organiser’s note: “The paper-weaving table is ready. The paint table is closed today while supplies are checked. Ask the organiser before choosing a table on another day.”

Matched interpretation

Both concern craft-table availability. A invites children using choose/start; B supplies conditions and an organiser check. Accept supported alternatives.

Every/any is broader than B: only the paper-weaving table is named ready, and paint is closed today. A claim of every table ready is unsupported by B.

Any precise question about availability on a different day is valid; no future opening is established.

An accurate response can name paper-weaving today and advise asking about another day. It should not declare that paint or every table will be open later. Judge original grouping and relevance, not memorised phrasing.

Reserved individual words

reheat, singer, riding.

re + heat; sing + er; ride becomes riding by final silent-e removal before ing. Establish each taught sound–letter prerequisite; record any alternative school probe as a changed item.