Advice for teachers
Instrument design and criteria sheet checklist
March 2010
Main headingSubheading|Month Year1
Sciences
Advice for teachers
Instrument design and criteria sheet checklist
Compiled by the Queensland Studies Authority
March 2010
About this advice
This advice is intended to help teachers implement the syllabus in their school setting. It provides information about:
- fulfilling syllabus requirements for assessment
- principles of best practice when designing assessment instruments.
Instrument design and criteria sheet checklist
Syllabus specific aspects / YesThe assessment category is clearly identified, e.g. ERT, NEI, SA, WT.
The instrument requirements and conditions are consistent with the assessment category as described in the syllabus.
The instrument will generate evidence of student knowledge and understanding of selected key concepts
The instrument develops assessable general objectives and is linked to the exit criteria.
Criteria sheets
The criteria and standards provided are instrument-specific and provide a clear statement of each of the five (5) standards for the instrument.
The criteria and standards reflect the “Standards Associated with Exit”, with due consideration given to the stage of the course.
Criteria are meaningful and instructive to students.
Instrument sheets
Instrument conditions (e.g. word length, duration, supervision, due date) are identified.
Instrument conditions are substantially the same for all and do not present an inappropriate barrier to equal participation of all.
The instrument’s place in the school work program is identified (e.g. task number, unit name, semester of completion).
The instrument is sufficiently challenging to allow students to demonstrate the full range of standards.
The instrument assesses what it purports to assess.
Instrument requirements are made explicit.
The instrument is clearly written in a manner that is accessible to students.
Instructions to students are clear and definite.
Students are reminded of QSA policies regarding late or non-submission.
Strategies for authentication of student work are evident.
An appropriate degree of scaffolding is provided to enable students to access the instrument.
Specialist language is used only where necessary to aid clarity and accuracy.
Any reproduction of stereotypes is necessary and the product of deliberation.
Presentation is clear with effective choice of layout, cues, visual design, format and word choice.
The instrument draws on background knowledge that students could reasonably be expected to have.
Queensland Studies Authority Revised: March 2010 | 1