Members Give Feedback on Progression Points

As the organisation now responsible for the development of progression points to support teachers in making on-balance judgments of student achievement for the purposes of assessment and reporting against the Victorian Essential Learning Standards, in August 2006 the Victorian Curriculum and Assessment Authority undertook a review of the progression points developed in 2005 for English and Mathematics and so sought feedback from the education community.

In 2004 the MAV commented upon a framework of Essential Learning, which can be read here. Now, the MAV has provided support to the VCAA's most recent initiative by encouraging members to give serious and constructive feedback directly to the VCAA and by conducting its own feedback process, leading in a submission to the VCAA.

The Mathematical Association of Victoria made four key recommendations to the VCAA:

• Although the Progression Points were well-intentioned, they were too hastily constructed and inadequately trialed in schools. Many teachers were not able to implement them as they were intended, and they have caused much anxiety. The progression points need to be simplified, maybe to one between each Standard, or removed. Our members would seem to support either of these positions. There is little support for tinkering or retention.
• Whatever the outcome of this review, there is an urgent need for VCAA to coordinate with DE&T, CEO and ASIV to prepare and guarantee proper implementation of what remains. This needs to take full account of the reporting requirements in Government schools, which have been one more major new initiative causing distress in schools. The MAV is keen to be involved in this process. There is enough talent and desire to achieve a simpler and more workable outcome.
• Keeping in mind that the majority of government schools who have used Progression Points with the new report cards have been at the primary level, there is an urgent need to make sure that the other government schools particularly secondary get adequate support as soon as possible. It would be highly desirable if this support included assistance enabling schools to not only assess and report well, but also to manage teaching and learning in the manner that VELS intends. The MAV is willing, keen and able to contribute to this. Within our membership base we have the expertise and experience to be leaders of VELS-oriented Professional Learning programs. We are currently working towards a regionally based approach to Professional Learning that would be well suited to supporting implementation of VELS across Victoria at both primary and secondary levels, with or without progression points.
• So much of our feedback concerned confusion of teachers and parents over the reporting system that we recommend careful rethinking and restating of a modified process, should it come to exist. For teachers this would need to clarify the place of Standards and any Progression Points in the assessment process.

Read the summary of member responses, MAV Council conclusions and recommendations.

View a collation of the feedback from members.