We reported to Minister Langbroek on the resolutions of the Cairns, Brisbane and Townsville meetings viz.,
that
(a) there is a need for an independent review of the QSA by people who are outside the education industry;

(b) long written assessment pieces should be greatly reduced in physics, chemistry and  maths (and other subjects);

(c) marks should be allowed to determine the final grade instead of having to use criteria/ standards grids. It should be mandatory to add marks in assessment and towards grading;

(d) external exams be introduced for at least some fraction of the total assessment.

The minister expressed his displeasure at an example of a criteria-standards sheet we showed him and agreed that one of the most important things he wanted to see on report cards, is a final percentage. From both his comments and expressions it is apparent that he shares our deep reservations about QSA assessment procedures.

The minister informed us that he has already set up a number of parliamentary committees (we might have the wrong terminology here) to look at the QSA, its assessment procedures, and the operation of the OP calculation. There also appears to be specific reference to the problems in Maths, Physics and Chemistry. These committees consist of eight parliamentarians and they will call for submissions from the public.

The minister especially wants to hear from people who have attended our meetings. Our impression is that he is basically onside and has already set the ball in motion to change things. Never before have we been in such a good position. The more light we can shed on the QSA assessment and moderation systems and the dictatorial effect they have on how things are taught (or not taught)  the more chance of overhauling the whole lot.

Referring to the question of teachers’ freedom to speak out on education matters, the Minister said that he would not tolerate any bullying or recriminations on teachers for expressing viewpoints.

At the moment most people, including parliamentarians, have little idea about the peculiarly idiosyncratic QSA assessment and its effect on classroom pedagogy in all schools at all levels. It is our experience that when it is explained to them they first react in disbelief followed by shock and anger.

These parliamentarians will have little idea what is going on so we must tell them. It is essential that we now take the effort to make submissions to these committees and to visit the parliamentarians on the committees. A ‘submission’ might be a simple letter addressing the four points above. If we all do this we have no doubt that we can make major improvements to the system.

Cheers,
Peter and Matt

Prof Peter Ridd, School of Engineering and Physical Sciences, James Cook University

Dr Matt Dean, Mathematics, The University of Queensland,