Assessment is the broad name for the collection and evaluation of evidence of a student's learning. It is integral to teaching and learning and has multiple purposes. Assessment can enhance student engagement and motivation, particularly when it incorporates interaction with teachers, other students and a range of resources.

Teachers should consider the effect that assessment and feedback have on student motivation and self-esteem, and the importance of the active involvement of students in their own learning.

Assessment:

·         provides opportunities for teachers to gather evidence about student achievement in relation to syllabus outcomes

·         enables students to demonstrate what they know and can do

·         clarifies student understanding of concepts and promotes deeper understanding

·         provides evidence that current understanding is a suitable basis for future learning.

The Record of School Achievement also known as the RoSA is issued to eligible students who leave school prior to the completion of the Higher School Certificate. It is a requirement that students leave school in order to be awarded the Record of School Achievement.

The Record of School Achievement records the completion of the Board’s curriculum requirements for Years 7 to 10 (see list below) , and is a cumulative record of results in all Stage 5 and Stage 6 courses that the student has completed. It also lists any courses that the student is currently enrolled in at the time of leaving school.

Mandatory curriculum requirements for the award of the Record of School Achievement

English

The Board Developed syllabus to be studied substantially throughout each of Years 7–10. 400 hours to be completed by the end of Year 10.

Mathematics

The Board Developed syllabus to be studied substantially throughout each of Years 7–10. 400 hours to be completed by the end of Year 10.

Science

The Board Developed syllabus to be studied substantially throughout each of Years 7–10. 400 hours to be completed by the end of Year 10.

Human Society and Its Environment

To be studied substantially throughout each of Years 7–10. 400 hours to be completed by the end of Year 10, including 100 hours each of History and Geography in both Stage 4 and Stage 5, and including Australian history and Australian geography.

Languages Other than English

100 hours to be completed in one language over one continuous 12-month period between Years 7–10 but preferably in Years 7–8.

Technological and Applied Studies

The Board’s Technology (Mandatory) Years 7–8 syllabus to be studied for 200 hours.

Creative Arts

200 hours to be completed consisting of the Board’s 100-hour mandatory courses in each of Visual Arts and Music. It is the Board’s expectation that the 100-hour mandatory courses in these subjects will be taught as coherent units of study and not split over a number of years.

Personal Development, Health and Physical Education

The Board’s mandatory 300-hour integrated course in Personal Development, Health and Physical Education to be studied in each of Years 7–10.

It is also a NSW Department of Education requirement that students participate in 80-120 minutes of sport per week in each of the Years 7,8,9 and 10 and 400 hours of additional studies (electives) are studied in Years 9-10.

Students who are not eligible for the Record of School Achievement and who leave school prior to the completion of the Higher School Certificate receive a Transcript of Study. The Transcript of Study shows the same information as the Record of School Achievement, but also includes the legend ‘Not eligible for the Record of School Achievement’. Any mandatory courses for which the student has been given an ‘N’ determination appear on the Transcript of Study with the notation ‘Not Completed’. The relevant mandatory curriculum requirement will also carry the notation ‘Not Completed’.

Requirements for the award of the Record of School Achievement

Eligibility requirements for the Record of School Achievement are set out in section 94 of the Education Act 1990 (NSW).

In summary, to qualify for the award of a Record of School Achievement, a student must have:

·   attended a government school, an accredited non-government school or a recognised school outside NSW;

·   undertaken and completed courses of study that satisfy the Board’s curriculum and assessment requirements for the Record of School Achievement;

·   complied with any other regulations or requirements (such as attendance) imposed by the Minister or the Board; and

·   completed Year 10.

Course Completion and criteria for the award of the Record of School Achievement

To meet the requirements for the completion of a course and the award of a Record of School Achievement, a student must:

a)       follow the course developed and endorsed by the Board of Studies

b)      apply themselves with diligence and sustained effort to set tasks and experiences provided in the course

c)       achieve some or all of the outcomes

Is there a minimum attendance requirement?

·         The Board does not set a minimum attendance for the satisfactory completion of a course, but a principal may determine that, due to absence, course completion criteria may not be met.

·         One requirement for the RoSA is that a student must attend until the final day of Year 10 at their school.

When do students get the Record of School Achievement?

The following documents (where applicable) are issued by the Board to students when they leave school:

·         the Record of School Achievement

·         the Profile of Student Achievement

·         VET credentials

·         Literacy and Numeracy Test Reports.

An electronic transcript is available for download from the end of Year 10 detailing student results and current enrolments in courses not yet completed.

Assessing student achievement is the process of collecting information on student performance in relation to the objectives and outcomes of a course.

In a standards referenced framework, teachers assess student performance on tasks in relation to syllabus outcomes and make on-balance judgement about student achievement. Assessment relies on the professional judgement of the teacher and is based on reliable data acquired in a fair and challenging environment, from multiple performances in a variety of contexts. Assessment is fundamental for furthering student learning.

In setting activities or tasks, careful consideration is given to the syllabus objectives and outcomes being assessed. By measuring student achievement in relation to these objectives and outcomes, a profile of the achievement of each student is built up in relation to the course performance descriptors.

Types of Tasks

The types of assessment activities or tasks used are appropriate to the syllabus objectives and outcomes being assessed for each individual subject. Generally, it will be necessary to use a number of different assessment activities or tasks in order to ensure that student achievement in relation to all the knowledge and skills objectives is assessed. Principals have the authority to decide on and to implement disability provisions for school-based assessments and tests.

The assessment program will also reflect the relative emphasis placed on the assessable objectives of school programs and the syllabus. For example, where a school has placed considerable emphasis on the development of research skills, that emphasis should be reflected in the assessment program. Objectives from the affective domain (ie values and attitudes) should not be used in determining a student's grade.

Types of tasks may include but are not limited to:

·         Research projects

·         Presentations

·         Written responses and reports

·         Folios, diaries, journals and logbooks

·         Examinations and tests (written and practical)

·         Observation of demonstrated skills

·         Peer and self –assessments

·         Body of works

Number of Tasks

Assessment tasks should be manageable in number and be supportive of the learning process. Three to five tasks are considered sufficient to adequately assess the components of most courses.

Notification of Tasks

In addition to the assessment schedule, the school will provide adequate notice of the precise timing of each assessment task. Generally, at least two weeks written notice of the details of a task should be given, though longer may be appropriate in some instances. This notice should include information on the marking criteria, format, duration, due date and time, weightings and outcomes assessed. In general, students should not be given longer than a terms notice, though longer may be appropriate for some practical works. Due dates and times may vary slightly based on the timetabled lessons for classes and it is the students responsibility to insert this information where applicable.

Students will be required to sign and date an assessment task registration sheet as proof of notification and receipt of the assessment task.

If a student is absent from school or a lesson it is the student’s responsibility to check if any information relating to assessment tasks has been communicated.

Weightings of Tasks

Where activities or tasks are scheduled throughout a course, greater weight would generally be given to those activities or tasks undertaken towards the end of the course. For example, in a 200-hour course extending over Years 9 and 10, the assessment information collected in Year 10 provides the more complete picture of student achievement.

There are, however, a number of different ways of organising the teaching/learning program for a course. The scheduling of activities or tasks and the weights applied should reflect the course organisation. Students should be given the opportunity to demonstrate their maximum level of achievement relative to the course performance descriptors.

Applying Course Performance Descriptors

Course performance descriptors have been developed for each course. They describe the main features of a typical student's performance at each grade measured against the syllabus objectives and outcomes for the course.

A final judgement of the most appropriate grade is made on the basis of available assessment information and with reference to the course performance descriptors. The same course performance descriptors apply to 100-hour and 200-hour courses. This relates to courses studied across Years 9 and 10, and to courses studied exclusively in either Year 9 or Year 10.

The grades awarded should reflect the relative emphasis placed on the assessable objectives of school programs and the syllabus. For example, where a school has placed considerable emphasis on the development of research skills, that emphasis should be reflected in the assessment program. Objectives from the affective domain (ie values and attitudes) should not be used in determining a student's grade.

Common Tasks

Where more than one class is completing the same course, tasks must be the same in nature and also administered and marked in the same way.

Completion and submission of tasks

Students must be given clear written information on the required format of the task (paper or electronic), the precise time it is due and to whom it is to be submitted. It is the responsibility of the student to submit hard copies of assessment tasks unless the task stipulates otherwise.

When tasks are due to be submitted or completed the following guidelines must be followed:

• The completed task must be handed directly to the class teacher or to the head teacher if the teacher is absent (not a casual teacher).

• The assessment task register must be signed by the student and co-signed by the teacher as proof of submission or as an indication of attendance for an in-class task.

• A completed task cannot be delivered by leaving it on a teacher’s desk or submitting it to any other person without signing the assessment task register.

Students must be officially present all day when handing in or completing an assessment task. Coming to school just to submit a task or attend for the lesson and then leaving will be recorded by the teacher as being submitted on the next full day of attendance and zero marks awarded.

Allocation of marks for assessment tasks                                                     

 Students who make a serious attempt to complete all aspects of an assessment task and submit it on or before the due date are eligible for the full mark allocated for the task.

• Students who attend and seriously attempt to complete an assessment task which is to be completed at school are eligible for the full mark allocated for the task.

• Students who fail to complete and/or submit an assessment task by the due date will be awarded a zero mark. The student will still be required to submit the task for marking or complete an alternate task to satisfy course requirements.

• Students who fail to attend school on the specified date of an assessment task which is to be completed at school will be awarded a zero mark. The student will still be required to complete the original task or an alternate task to satisfy course requirements.

• Any absence from school without documented justification related to an assessment task will result in a zero mark.

• Any student who submits a task which is deemed to be a non-serious attempt in the  teacher’s professional judgment will be awarded a zero mark.

Illness or Misadventure

If a student is sick, absent or unable to complete or submit an assessment task by the due date for a valid reason then they are required to complete a misadventure form and submit it with the task or any relevant support documentation such as a doctor’s certificate to the faculty head teacher as soon as they return to school. Further information on Illness/Misadventure & Appeals is available HERE.

Computer/Printer failure cannot be used as a reason to submit work late or apply for misadventure.

Malpractice

Malpractice refers to a student’s misconduct in relation to assessment procedures. Students who cheat in any way, including plagiarism, making a non-serious attempt, exam misconduct or truanting for an assessment task will be awarded a zero mark.

What is a Non-completion Determination?

This is the decision made by the principal at the end of the course that a student has not satisfactorily completed a course by the end of the year. This decision may prevent their progression to the next academic year level.

Students who have not complied with the course completion criteria and who have received at least two written warnings can be regarded as not having satisfactorily completed the course at the time of finalising grades. The principal may then review their progression to the next year level.

Students who receive a non-completion determination in any course may be prevented from progressing to the next Year/course

What happens if course requirements are not being met?

‘N’ determinations are issued to students who do not complete the requirements for a course.

• Schools issue warning letters to students who are in danger of not meeting course completion criteria, giving the student time for the problem to be corrected.

•  Head Teacher invites parents to an academic review meeting to discuss strategies of support and consequences of non-completion of course requirements.

• If a student has been given an ‘N’ determination in a course, they may not be eligible to progress to the next academic year level.

Are students given a warning about Non-completion determinations?

If at any time it appears that a student is at risk of receiving an Non-completion determination in any course, the principal must:

1. Advise the student of the tasks or actions to be undertaken in time for the problem to be corrected and alert the student to the possible consequences of  a non-completion determination;

2. Advise the parent or guardian in writing (if the student is under the age of 18);

3. Request from the student/parent/guardian a written acknowledgement of the warning;

4. Issue at least one follow-up warning letter if the first letter is not effective; and

5. Retain copies of all relevant documents.

What is the process if a Non-completion determination is given?

A Principal’s Determination form should be completed and a copy given, together with the Student Appeal form, to any student issued with an non-completion determination in any course, or sent to the student’s home address. Principals must also advise the student’s parents or guardians (if the student is under 18 years of age) in writing of their right to appeal against the principal’s determination.

Appeals against an Non-completion determination

What are the school guidelines for review of appeals?

Principals may determine that a panel should consider appeals by students against the principal’s ‘N’ determination. This decision is entirely at the discretion of the principal.

When completing the School Review – Principal’s Report form, the following details should be included, if applicable:

a.      the student’s level of involvement in classwork;

b.      the proportion of the course that was deemed unsatisfactory in warning letters (eg incomplete task was worth 30%)

c.      the proportion of assignments, homework, etc, completed in each course

d.      measures taken to improve the student’s involvement and whether the student’s application improved after warnings or counselling

e.      the existence of any personal or family problems that have affected the student’s studies

f.       evidence of warning(s).

School procedures if student appeal is successful at school level

If a student appeals to the school and the student’s appeal is successful, both the Principal’s Determination form and the Student Appeal form should be retained at the school. The grade/assessment mark is reinstated for the course and progression to the next academic year level proceeds.

Further information on Student Appeals can be located on the Illness/Misadventure & Student Appeals page.

NSW syllabuses and support materials promote an integrated approach to teaching, learning and assessment. The purpose of assessment is to gather valid, reliable and useful information about student learning in order to:

• monitor student achievement in relation to outcomes

• guide future teaching and learning opportunities

• provide ongoing feedback to students to improve learning.

The type of assessment activity and the way evidence of learning will be gathered will vary, depending on the:

• outcomes being assessed

• evidence to be gathered

• teaching and learning activity

• context

• students’ learning needs.

Students should be provided with opportunities to demonstrate their learning through a variety of assessment activities as part of an ongoing process. Whatever assessment strategies are used, it is important that activities are accessible to all students.

A range of assessment strategies may assist teachers to:

• plan for and gather valid and reliable evidence of student learning

• consider a balance between informal and formal evidence.

A range of formal and informal strategies can provide opportunities for students to demonstrate:

• the extent of their knowledge, understanding and skills

• their learning using a range of resources and stimulus material, including ICT.

Strategies can include collaborative activities, observations, and activities of a reflective nature.

Assessment activities should:

• be valid and be based on syllabus outcomes

• include criteria to clarify for students what aspects of learning are being assessed

• enable students to demonstrate their learning in a range of different contexts

• be reliable, be free from bias and provide evidence that accurately represents a student's knowledge, understanding and skills

• enable students and teachers to use feedback effectively and reflect on the learning process

• be inclusive of and accessible for all students

• be part of an ongoing process where progress is monitored over time.

Collaborative activities

Collaborative learning activities occur as a result of interaction between students engaged in the completion of a common task. Students work together, face-to-face and in or out of the classroom. They may use ICT to enable group discussion or complete collaborative tasks within their school, between schools, locally, nationally and internationally.

Assessment activities may include:

• evaluating and challenging views through group discussion

• cooperative group work, team assignments and investigations, including the allocation of specific roles and responsibilities

• group-prepared presentations on a range of topics for a variety of purposes and audiences

• group critiques/team challenges, including the use of technology to aid preparation, delivery and student accountability (eg wiki, blogs)

• mixed-ability and differentiated group activities as appropriate

• paired tasks (think–pair–share, brainstorming, email sharing and forums)

• student question/answer sets, including students creating their own content in Learning Management Systems

• student response partners, such as offering constructive feedback about student work in relation to criteria.

When collaborative activities are used for assessment purposes, evidence can be gathered about students’ ability to:

• work cooperatively as a team

• solve problems and make decisions with others

• take responsibility for individual and group learning

• think critically and creatively, and offer constructive criticism

• demonstrate cognitive skills, such as the ability to analyse, evaluate and synthesise information

• understand the roles and responsibilities of individuals in groups, including the capacity to communicate effectively within a small group.

Peer and self-assessment

Peer and self-assessment strategies can provide teachers with information to plan teaching and learning opportunities for students. Peer and self-assessment strategies can be formal or informal. Teachers may choose to incorporate peer and self-assessment into teaching, learning and assessment to assist students to develop a better understanding of themselves as learners. Peer and self-assessment can encourage students to reflect on their learning in relation to the outcomes, and recognise the next steps needed to improve their learning.

Peer assessment

Teachers should model the appropriate language and clarify expectations for activities that incorporate peer feedback. Feedback may be oral, written or digital, and may provide an opportunity

for students to develop their social, collaborative and reflective skills. Students may provide feedback to their peers about:

• what has been completed

• strengths and/or what aspects have been completed well

• suggestions to improve their work with reference to the learning and assessment intention

• alternative strategies to complete the activity.

Self-assessment and self-evaluation

Student self-assessment can help students to identify what they know, where they need to be and how to get there in their learning. Gathering information about the way students think and reflect on their learning can provide teachers with information to inform future teaching and learning. Strengthening the skills of self-assessment may enhance the ways students interpret feedback.

Self-evaluation encourages the development of metacognitive thinking as students reflect on themselves as learners and identify their learning style and how they learn best. It also encourages students to set learning goals in relation to the outcomes, identify what they have learnt and what they still need to learn, and act on feedback.

Teachers may include strategic questioning to assist students to reflect on their learning. For example:

• Do I understand the purpose of the activity

• What do I already know about this topic?

• What other information could assist me in my understanding?

• What learning strategies do I need to complete/learn this?

• What are the criteria for improving my work?

• Do I understand the concepts I am learning?

• Can I explain the steps I took?

• Have I accomplished the goals I set for myself?

• What would I do differently next time?

• What is a question worth asking for next time?

Assessment activities may include:

self-assessment of progress towards achieving outcomes during a series of activities or at different stages of an activity

• peer evaluation of a performance

• evaluating the contributions of individuals to a group task

• individual goal and target setting, including the use of learning logs and journals where students track thoughts, questions, activities and any revisions made over the term

• reflections on the learning processes used, including portfolios, learning logs, blogs and journals.

When peer and self-assessment and self-reflection are used for assessment purposes, evidence can be gathered about students’ ability to:

• evaluate their own work and thinking, as well as the work of others

• develop learning strategies based on their evaluation

• critique their own work and the work of others against criteria.

Teacher observations

Teacher observations can provide information about student achievement in relation to outcomes. Evidence may be gathered and recorded formally and informally, where:

• informal observation and feedback occur during teaching and learning activities

• formal observation involves planning for an opportunity to observe specific learning outcomes.

Assessment activities may include:

• listening and viewing tasks

• teacher/student discussions or conferences

• student participation in practical activities and demonstrations

• active involvement in cooperative activities

• observation of students as they participate in and engage during learning activities, such as listening to students’ use of language and application of skills to new contexts and the integration of ICT

• strategic questioning to determine individual level of understanding

• manipulation of materials to demonstrate conceptual understanding of key concepts.

When teacher observation is used for assessment purposes, evidence can be gathered about students’ ability to:

explain ‘how or why’

• demonstrate their understanding of key concepts

• use appropriate language for discussing their learning experiences

• apply their understanding to new contexts and situations

• communicate effectively.

Assessment for, as and of Learning

NSW syllabuses and support materials promote an integrated approach to teaching, learning and assessment. Assessment for learning, assessment as learning and assessment of learning are approaches that can be used individually or together, formally or informally, to gather evidence about student achievement and to improve student learning.

The principles of assessment for learning and assessment as learning strategies have some common elements. Assessment for learning and assessment as learning incorporate:

• self-assessment and peer assessment

• strategies for students to actively monitor and evaluate their own learning

• feedback, together with evidence, to help teachers and students decide whether students are ready for the next phase of learning or whether they need further learning experiences to consolidate their knowledge, understanding and skills.

Assessment for learning and assessment as learning approaches, in particular, help teachers and students to know if current understanding is a suitable basis for future learning. Teachers, using their professional judgement in a standards-referenced framework, are able to extend the process of assessment for learning into the assessment of learning.

Assessment for learning                                                        

Assessment for learning involves teachers using evidence about students' knowledge, understanding and skills to inform their teaching. Sometimes referred to as ‘formative assessment', it usually occurs throughout the teaching and learning process to clarify student learning and understanding.

Assessment for learning:

• reflects a view of learning in which assessment helps students learn better, rather than just achieve a better mark

• involves formal and informal assessment activities as part of learning and to inform the planning of future learning

• includes clear goals for the learning activity

• provides effective feedback that motivates the learner and can lead to improvement

• reflects a belief that all students can improve

• encourages self-assessment and peer assessment as part of the regular classroom routines

• involves teachers, students and parents reflecting on evidence

• is inclusive of all learners. 

Assessment as learning

Assessment as learning occurs when students are their own assessors. Students monitor their own learning, ask questions and use a range of strategies to decide what they know and can do, and how to use assessment for new learning.

Assessment as learning:

• encourages students to take responsibility for their own learning

• requires students to ask questions about their learning

• involves teachers and students creating learning goals to encourage growth and development

• provides ways for students to use formal and informal feedback and self-assessment to help them understand the next steps in learning

• encourages peer assessment, self-assessment and reflection.

Assessment of learning

Assessment of learning assists teachers in using evidence of student learning to assess achievement against outcomes and standards. Sometimes referred to as ‘summative assessment', it usually occurs at defined key points during a unit of work or at the end of a unit, term or semester, and may be used to rank or grade students. The effectiveness of assessment of learning for grading or ranking depends on the validity and reliability of activities. Its effectiveness as an opportunity for learning depends on the nature and quality of the feedback.

Assessment of learning:

• is used to plan future learning goals and pathways for students

• provides evidence of achievement to the wider community, including parents, educators, the students themselves and outside groups

• provides a transparent interpretation across all audiences.

Effective Feedback

Teacher feedback about student learning is essential for students and integral to teaching, learning and assessment. Feedback can clarify for students:

• how their knowledge, understanding and skills are developing in relation to the syllabus outcomes and content being addressed

• how to improve their learning.

Principles of effective feedback

Feedback enables students to recognise their strengths as well as areas for development, and to identify and plan with their teacher the next steps in their learning. Students should be provided with opportunities to improve their knowledge, understanding and skills through feedback that:

• is timely, specific and related to the learning and assessment intention

• is constructive and provides meaningful information to students about their learning in a variety of forms

• focuses on the activity and corrects misunderstandings

• identifies and reinforces students’ strengths

• provides information about how they can improve

• facilitates the development of and provides opportunities for self-assessment and reflection during the learning process

• informs future teaching and learning opportunities.

Feedback can occur at any point in the teaching, learning and assessment cycle. It may:

• include regular teacher–student dialogue to guide student learning

• focus on particular knowledge, understanding and skills related to content, and/or processes applied to an activity.

Students may benefit from opportunities to self-assess, self-monitor and make judgements about their work in relation to standards and should be provided with regular opportunities to reflect on their learning.

Forms of feedback

The nature of the assessment activity and the context of the learning influences the type of feedback provided to students. Feedback may take a variety of forms, including digital and other modes. It may be formal or informal, and should encourage teacher–student dialogue about learning. It may include:

• oral feedback from the teacher, student and their peers, such as collaborative activities and conferencing

• written feedback from the teacher and/or peers, based on the criteria for assessing learning.

Teachers may consider the following forms of feedback to support teaching, learning and assessment:

• whole-class discussions to clarify the task during the activity, including blogs, wikis and forums

• whole-class or individual student comments about aspects of the activity where students performed well, and how to improve

• peer and self-assessments and self-reflections

• checklists, criteria sheets, comments or grades

• ongoing oral or written comments, including questioning students’ understanding

• cues, reinforcements or prompts to redirect learning

• drafts and resubmissions

• peer collaborations using online tools

• written, audio or digital annotations

• discussion of a range of student work samples and other examples beyond the classroom in relation to criteria.

Feedback to support student learning

Providing students with advice about how they can improve their learning is a key element of effective feedback. Students benefit from opportunities to:

• rehearse and practice

• consult a range of reference points, including teachers, adults, peers and resources, including digital resources

• reflect on their learning and plan how to improve their knowledge, understanding and skills.

Feedback supports student learning when it:

• clarifies learning in relation to outcomes, criteria and standards

• is based on a standards-referenced approach rather than comparisons with other students

• recognises improvements made over time in comparison to prior work samples

• offers alternatives or asks students to think of alternatives

• focuses on the activity rather than the student

• is descriptive and questioning

• values student work and focuses on the quality rather than the quantity

• models how to apply a particular skill

• facilitates self-reflection

• encourages positive motivational beliefs and self-esteem

• is timely and provides opportunities for students to act upon advice.

Grading student achievement is the process of assigning a letter (A, B, C, D, E) to summarise the level of a student’s achievement in a course.

Teachers will use the following five point achievement scale to report to parents for students in Years 7–10. Achievement is judged in relation to syllabus standards. The achievement scale enables teachers to describe achievement levels using the word or letter.

A or Outstanding

The student has an extensive knowledge and understanding of the content and can readily apply this knowledge. In addition, the student has achieved a very high level of competence in the processes and skills and can apply these skills to new situations.

In practice an ‘A” would be awarded if the student is performing extremely well and is regularly applying their skills, extensive knowledge and deep understanding to new situations. The student is demonstrating outstanding achievement

B or High           

The student has a thorough knowledge and understanding of the content and a high level of competence in the processes and skills. In addition, the student is able to apply this knowledge and these skills to most situations.

In practice, a “B” would be awarded if the student is performing very well with the work presented and has consistently met the outcomes at a high level for the reporting period. This has been evident across assessment tasks. For example, the student has achieved very good results in the aspects of the Creative Arts program that have been taught during the semester. The student demonstrates the confidence, skills and understandings which are going to enable them to easily extend their learning in the area.

C or Sound           

The student has a sound knowledge and understanding of the main areas of content and has achieved an adequate level of competence in the processes and skills.

 In practice, a “C” would be awarded if the student is performing reasonably well with the work that has been taught. Some of the work may have needed some extra revision or even some individualised instruction, but the student has understood the main concepts and has demonstrated an adequate level of competence in the desired skills.

D or Basic           

The student has a basic knowledge and understanding of the content and has achieved a limited level of competence in the processes and skills

In practice, a “D” would be awarded if the student’s performance is inconsistent. There will be some gaps or lack of depth in his or her understanding of the work that has been taught and there is evidence that this has been occurring across a range of assessments. For example, a student awarded a D may well have demonstrated a sound grasp of some mathematics concepts covered in a semester, but may be having difficulties with the work involving measurement and space.

E or Limited           

The student has an elementary knowledge and understanding in few areas of the content and has achieved very limited competence in some of the processes and skills

In practice, an “E” would be awarded if there is a high level of concern about the student’s performance. He or she will have experienced difficulty in most of the assessment tasks. It is likely that the student will only have an elementary knowledge in a few areas of what was taught.

The grade awarded to each student at the completion of a course should indicate the student’s overall achievement in relation to the course performance descriptors in the course. Assessment in a course should relate to the stated objectives and outcomes as described in the syllabus.

No specific allocation of marks is required for any syllabus objectives or outcomes.

The grades awarded should reflect the relative emphasis placed on the assessable objectives of school programs and the syllabus. For example, where a school has placed considerable emphasis on the development of research skills, that emphasis should be reflected in the assessment program. For the purpose of awarding grades, assessment of values and attitudes must not be included.

The Board’s grading system is intended to describe the student’s achievement at the end of each course. Teachers will make the final judgment of the grade deserved on the basis of available assessment information and with reference to the course performance descriptors and other material produced by the Board to support the consistent awarding of grades. In applying these descriptors, teachers should interpret them in terms of standards that can be achieved by Stage 4 students within the bounds of the course.

Earlier performance in a course should be used only as a means of increasing the accuracy of the final assessment. The choice of a particular grade should be made on the basis that it provides the best overall description of the student’s achievement of the Stage 4 syllabus outcomes.

Students should be given the opportunity to demonstrate their maximum level of achievement relative to the course performance descriptors.

Students are able to satisfy the mandatory curriculum requirements for the Record of School Achievement in individual key learning areas (KLAs) by completing courses based on Life Skills outcomes and content.

Students can meet the mandatory curriculum requirements by undertaking regular outcomes and content in some Years 7–10 Board Developed and/or Board Endorsed Courses and Life Skills outcomes and content in other courses of study.

Requirements for the award of the Record of School Achievement

To be eligible for the Record of School Achievement, students must meet the mandatory curriculum requirements in each KLA. The KLAs are English; Mathematics; Science; Human Society and Its Environment; Technological and Applied Studies; Creative Arts; Personal Development, Health and Physical Education; Languages other than English.

Procedures for Years 7–10 Life Skills outcomes and content

When it has been decided that a student should undertake a course based on Years 7–10 Life Skills outcomes and content, school planning to support the student in the learning process should:

• involve appropriate personnel in the design and implementation of the student’s overall study pattern

• select the Life Skills outcomes and content for each course that will be accessed by the student on the basis of the student’s learning needs

• identify the most appropriate settings (eg school, community or workplace) for the student to demonstrate achievement of outcomes

• estimate the time needed to address the selected outcomes and content in each course

• identify the resources required to assist the school in meeting the needs of the student

• plan teaching strategies that are appropriate to the age and abilities of the student

• identify adjustments that may be required to enable the student to access the Life Skills outcomes and content and demonstrate achievement of outcomes

•  identify strategies for monitoring the student's progress

• include ongoing collaborative planning to assist the student's successful transition from school to adult life.

Implementation of Life Skills outcomes and content

Schools may develop integrated programs that address specific Life Skills outcomes from selected Years 7–10 syllabuses in order to meet the needs of individual students.

Assessment of Years 7–10 Life Skills

Students undertaking Years 7–10 Life Skills outcomes and content in one or more courses will be assessed on their achievement of the outcomes identified in the planning process. Students do not need to complete all of the associated content to demonstrate achievement of Life Skills outcomes.

Students can demonstrate achievement of outcomes in a number of ways and across a range of environments, including the school, home and community.

Evidence of achievement of outcomes can be gathered through ongoing assessment for learning and assessment of learning at particular points in the course of study.

Students entered for Life Skills courses may achieve the designated outcomes independently or with support.

Achievement of outcomes independently or with support

An outcome should be considered as ‘achieved independently’ if there is evidence that a student can demonstrate the achievement of an outcome either:

• without adjustments, or

• with the adjustments that enable the student to access course work and/or demonstrate achievement during assessment opportunities. These adjustments will have been determined through the collaborative curriculum planning process.

Examples of such adjustments might include:

• the positioning of a student in a classroom

• additional time to communicate

•  use of assistive technology

• provision of alternative formats, eg large print or Braille

• provision of a reader or writer.

Some students will only be able to demonstrate achievement if they are provided with additional support. This type of adjustment is provided when a student requires assistance to demonstrate the achievement of an outcome. In such cases, an outcome should be considered as ‘achieved with support’.

Examples of additional support include:

• verbal prompts

• visual prompts

• physical assistance

• provision of partial responses.

STUDENTS COMPLETING A LIFE SKILLS PROGRAM CAN EXPECT A DIFFERENTIATED VERSION OF THE ASSESSMENTS LISTED IN THE MAINSTREAM SCHEDULES

Grading Life Skills Achievement

Students should be given the opportunity to demonstrate their maximum level of achievement relative to the course performance descriptors.

Students undertaking a course based on Life Skills outcomes and content are not allocated an A-E grade. Achievement of life skills outcomes is graded against a personalised learning program using the P1-4 scale.

P-Personalised

• The student has learning needs that require access to content and competencies that are at a different level from their age peer group

P4 - Independent

• The student can complete a task independently, without assistance. The student maintains the skill or knowledge over time. The student generalises the skill or knowledge to new settings, people or materials.

P3 - Frequent

• The student relies on partial prompts to complete a task. The student can regularly perform the skill or demonstrate knowledge.The student uses the skills or knowledge in a variety of familiar settings and situations.

P2 - Occasional

• The student understands information, concept and/or can perform skill. The student often relies on physical or verbal assistance when participating in a task. The student has begun to demonstrate the skills in selected, familiar settings.

P1- Beginning

• The student has some existing prior knowledge and/or necessary pre skills for the task. The student is beginning to participate in a task with maximum teacher assistance. The student uses skills and knowledge in a single setting.