Assessment of Learning Outcomes - S/N

The student receives an S for a unit if the teacher determines that all the following
requirements are achieved. A student must:
- produce work that demonstrates achievement of the outcomes
- submit work on time
- submit work that is clearly their own
- observe the rules of the VCAA and the school.
When planning assessment of VCE Outcomes:
• Study Design – The required learning outcomes are listed in the Study Design. Students are
expected to show understanding of all of these dot points.
• Use Authentic Assessments – Carefully consider the type task as it needs to be able to show
the students own work (not help from others). Group Tasks, Online Assessment and Ongoing
Tasks need to be planned and monitored to ensure authentic assessment.
• Allow Multiple Opportunities for students to show understanding.
E.g. More than one task used, the SAC is not only opportunity.
• Re-sits – If a student does not show satisfactory understanding you may allow an
opportunity for students to re-sit a similar task. If a re-sit is undertaken it will need to occur
prior to VCE Result Collection and NPSC Reports. SAC re-sits will be supervised afterschool
on Wednesdays in the senior centre.

Scored Assessment
This is the assessment that occurs to measure student performance in the study.
This includes:
- VCAA Exams (Y11 – NPSC Exams)
- SAC’s/SAT’s (Y11 – similar style assessment tasks)
When planning internal scored assessment (SAC’s/SAT’s):
• Study Design – The study design will specifically detail the type of task and conditions which
are appropriate. Note: In some subjects the SACs might only assess performance in specific
Learning Outcomes from the Study Design. The ‘Advice for Teachers’ published by VCAA
often has examples and further advice.
• Student Absence (missed SAC) – Students who have missed a SAC due to an approved
absence will be asked to present their documentation (e.g. Medical Certificate) to their
Coordinator so an opportunity to reschedule the SAC can be arranged. The SAC reschedule
will be supervised the following week on a Wednesday afterschool in the senior centre.
• Moderation during assessment is particularly important when there is more than one class
of a particular subject at the College (in moderation they are treated as one combined class)
• Re-sits of SACs may be undertaken as an opportunity for students to demonstrate the
learning outcomes (S/N); however, it may not be used to improve the score for the task
• Feedback to students – after the tasks have been assessed it is important for teachers to
provide feedback to students. Teachers should keep a copy of the students’ tasks.
Attendance
The Year Level Team will be monitoring students who have an actual subject attendance below 90%.
For these students, the team will consider their circumstances and documentation. If it is
determined that their attendance has not met the VCE requirements the team will inform subject
teachers that they are not eligible to pass.

Unsatisfactory Progress
If a student is not showing satisfactory progress in your subject, you should complete an
Unsatisfactory Progress Chronicle Entry on Compass. This will document the situation and allow
Coordinators, Leading Teachers and Assistant Principals details if they are supporting the student.
Please complete this entry if:
- You have marked a student as ‘Unsatisfactory’ in the Progress field on the Progress Reports
- At any stage you believe a student is unlikely to pass your subject

Unscored Assessment
In rare circumstances, students may choose not to sit their external exams. Such cases will be
negotiated with the student by the Assistant Principal, Leading Teacher and Careers Coordinator
only. The most likely reason will be to reduce the pressure of the end of year exams. The student will
still be required to demonstrate the required outcomes at the expected standard.

To pass a VCE unit students must demonstrate to their teacher that they have a clear understanding
of the ‘Key Knowledge and Skills’ as specified in the study design. The decision about satisfactory
completion of outcomes is based on the teacher’s assessment of the student’s overall performance
in assessment tasks for the unit. This decision is distinct from the assessment of levels of
performance (scores).

Authentication Issues
It is essential that internal assessments (e.g. SACs) represent a student’s own work. It is important to
consider conditions of the task - instructions to students, multiple classes, tasks from previous years,
commercially produced SACs, seating, use of computers and communication during the assessment.
Generally, phones and notes should not be permitted during the task (instruct students not to bring
them into the room and/or place devices in the mobile phone box).

If you believe there has been a breach of rules please inform the VCE coordinator immediately. An
incident report will need to be created via Compass and an investigation process will be considered.

Lost, Stolen or Damaged School Assessed Tasks

If a teacher or student has lost a School-assessed Coursework task, or it has been stolen or damaged,
they must inform the VCE coordinator immediately and complete a written statement explaining the
circumstances. The statement must be signed, dated and filed at the school. The principal will
determine an initial score for the assessment task, acting on advice from the teacher and on the
basis of records kept.

Indicative Grades
Indicative Grades should be based on the teacher’s judgment of a similar task to the exam
(e.g. Practice/Past exam). The VCAA recommends that schools use the indicative grades feedback
report on VASS to assist with determining indicative grades. This report shows whether the school’s
indicative grades for the previous year were generally aligned with the final grades.
The indicative grade is the school’s prediction of a student’s actual level of achievement on the
examination. Indicative grades are a letter grade from A+ to E/UG (ungraded) or NA (not assessed);
note that plus (+) can be used, but minus (–) is not available for input. Class teachers of the same
study at the school should confer on the comparability of the indicative grades given to the
individual students in their classes.

The rank order and level of spread of the indicative grades for the school cohort in the study are of
prime importance. One strategy is to rank the students by performance in the practice examinations
and then apply an appropriate grade.

Note: Grades for your study might not line up like traditional grades.
For example, in one Study the A+ exam grade range may be 98-100, yet may be 74-100 in another.
The previous year’s grade range can be used to inform this process
http://www.vcaa.vic.edu.au/Pages/vce/statistics/subjectstats.aspx

Special Provision
Types of Special Provision include:
School-based Assessment: extensions to deadlines or time to complete tasks
Special Examination Arrangements: adjustments for time/conditions of the exam.
Derived Examination Scores: student was unable to sit the final exam
In each case the students wishing to apply for special provision will need up to date documentation
from an appropriate professional e.g. doctor, psychologist. Students will need to speak to the VCE
coordinator who will assist students to fill out the appropriate forms.

VCAA
Access the VCAA site for study designs, assessment handbooks, assessment advice, past exams and
teacher support materials. http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx