Sciences

Advice for teachers

Instrument design and criteria sheet checklist

March 2010
 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.

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 Instrument design and criteria sheet checklist

Syllabus specific aspects Yes

The 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 instruments 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.

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