Assessment Procedures - Year 10 Information for Students and Parents

The assessment procedures at Macarthur Girls High School reflect the values and beliefs of our school. Students are expected to reflect these values in their coursework at all times.

Why do we need school assessment procedures?

• The school assessment procedures are designed so that no student can be unfairly advantaged or disadvantaged by the school’s system of assessment.

• Assessment at Macarthur Girls High School encourages progressive development of skills and knowledge while ensuring:

  • consistency across courses and faculties

  • fairness in marking and reporting

  • coordination of the assessment program to ease the load on students

What you need to know

To qualify for the award of the NSW Record of School Achievement (RoSA), a student must:

• Satisfactorily attend school until the final day of the school year as determined by the Department of Education

• Complete Year 10

• Make a serious attempt at all tasks

• Satisfactorily complete the mandatory curriculum requirements of the NSW Educational Standards Authority. These are listed below:

  • English

  • Mathematics

  • Science

  • History and Geography

  • Languages: at least one language over a 12 month period in Year 7 and/or Year 8

  • Technology: mandatory syllabus in Years 7 and 8

  • Creative Arts: mandatory courses in Years 7 and 8

  • PDHPE: mandatory integrated course in Years 7 – 10.

  • 150 minutes of planned, moderate physical activity each week (PDHPE practical and sport lessons)

Macarthur Girls High School also provides a wide range of additional (elective) courses.

Satisfactory completion of a course

A student will be considered to have satisfactorily completed a course if they have:

• followed the course developed or endorsed by NESA; and

• applied themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school; and by

• achieved some or all of the course outcome

Attendance. 

Where a student’s attendance pattern may jeopardise the satisfactory completion of a course, the reason for absence and its likely effect on the student’s course progress should be established. The principal will consider:

• the nature and duration of the absence;

• the standing of the student within the course at the time of the absence;

• the student’s prior pattern of attendance, application and achievement; and

• the ability and commitment of the student to compensate for the classroom experiences missed.

Leave may be granted to cover absence from the school’s educational program for short periods, provided that the reason for the absence is substantial and that the progress of the student towards course outcomes will not be unduly affected.

When leave is granted by the principal, such leave should not, of itself, jeopardise the student’s eligibility for the Record of School Achievement (RoSA).

Absence through illness and/or physical injury

In the case of prolonged or recurring illness or injury, a medical certificate will be accepted as satisfactory evidence of legitimate absence. In many instances, school work may be undertaken while at home or in hospital. In this way, the principal may be satisfied that there is sufficient evidence for deeming that a student has met course requirements and achieved the outcomes of the course.

A student affected by long-term illness may elect to accumulate their Record of School Achievement (RoSA).

It may be possible for compensatory assignments to be negotiated, completed and submitted by students who are absent on holidays. This may be sufficient evidence for deeming that a student has met course requirements and achieved the outcomes of the course. Some students may be judged able to catch up on missed work upon return, in order to meet course requirements and achieve the outcomes of the course.

Absences without satisfactory explanation

Any unsatisfactorily explained absence, or series of unexplained absences, if the length or pattern is extensive, may result in a course(s) not being satisfactorily completed. In such cases warning letters to the student/parent/caregiver would indicate how the absence could result in non-completion of course requirements and set out the steps necessary for the student to satisfactorily complete the course(s).

Absence prior to the final date for Year 10

It is a requirement for the award of the Record of School Achievement (RoSA) that students attend until the final day of Year 10, as determined by the NSW Department of Education.

Granting of leave

Granting of leave is a matter for the individual school principal. The principal has discretion in granting leave for legitimate purposes up to 10 days. Absences in excess of 10 days must be approved by the Director of Educational Leadership. Where the period of leave requested exceeds one term, the school and the parent/caregiver will determine the best educational pattern to meet the course requirements and the student’s needs. Students/families who wish to apply for extended approved leave must seek approval from the principal prior to making any arrangements.

‘N’ Determinations

Students who fail to satisfactorily achieve the course outcomes may be subject to an ‘N’ determination and be prohibited from getting the Record of School Achievement (RoSA). Students and parents/caregivers will be advised in writing and an opportunity will be given for students to redeem themselves from their current circumstance. The following flowchart

outlines the ‘N’ determination process at Macarthur Girls High School.

Assessment of Student Achievement at the Completion of the Course

Course Performance Descriptors have been specifically developed for Years 7-10 syllabuses. They describe the main features of typical student performance at each grade measured against the syllabus objectives and outcomes for the course.

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

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

achievement in a course. In Mathematics, grades have been further differentiated to nine levels (A10, A9, B8, B7, C6, C5, D4, D3, E2). The Record of School Achievement grading system is intended to describe the student’s achievement at the end of each course in Stage 5. The final judgement of the grade deserved will be based on the available assessment information and reference to the Course Performance Descriptors.

Credentialing

The Record of School Achievement shows the student’s name and school and is awarded only on satisfactory completion of all mandatory courses. The Record of School Achievement is a cumulative record of all Stage 5 courses, completed in the form of grades awarded by the school. The NSW Record of School Achievement (RoSA) is only issued when the student leaves school and not at the end of Year 10.

Non-award of the Record of School Achievement (RoSA)

NESA will make a determination on appropriate action if a student:

• did not meet all mandatory curriculum requirements;

• left school before the final date for Year 10;

• did not comply with other NESA requirements.

Excursions

Some subjects require students to undertake compulsory field study while some tasks may be linked to excursions and performances. In the case of an unavoidable absence from such activities, illness and misadventure procedures must be followed.

Illness/Misadventure

Consideration is given to students who suffer illness/misadventure at the time of a task or whose performance is impaired by circumstances beyond their control. The following policy will be applied at the school to ensure that no student gains an unfair advantage over other students.

If a student is absent due to illness/misadventure on the day of an in-school assessment task or the day anassessment task is due to be submitted:

• the student must complete an application for illness/misadventure the first day of returning to school. The application is to be collected from Student Administration and returned to the Stage 5 Leader.

• the Stage 5 Leader will assess if the student’s case is valid and decide which of the following is most appropriate:

  • an extension of time

  • sit an alternative task

  • mark pending

  • zero award

Students must be aware that each case will be assessed on its merits. Alternative arrangements of any kind will not automatically be made upon request. If the case is not deemed valid, a zero mark will be awarded.

Note: Tasks must be submitted at the required time in the format required on the assessment notification. This

could be in hard copy or in electronic format. Technology problems are NOT a valid excuse for late submission.

Failure to submit tasks on time without valid documentation will result in a zero mark and an N warning letter

indicating to the student the work that needs to be completed in order to achieve the course outcomes.

Malpractice and breaches of rules in relation to school assessment tasks

Malpractice is an activity undertaken by a student that allows them to gain an unfair advantage over others. It

includes, but is not limited to:

• Copying someone else’s work and presenting it as their own

• Plagiarism or using material directly from books, journals, or the Internet without reference to the source. This includes the use of AI generative technologies.

• Borrowing or stealing another person’s work and presenting it as their own

• Offering false documentation or explanations in support of an appeal

• Non-serious attempt in an exam or assessment task, where work presented contains frivolous or objectionable material

• Assisting another student to engage in malpractice eg giving another student access to your task

Work submitted for assessment tasks must be the student’s own work. Malpractice in any assessment task will render a ‘zero’ mark and parent/caregiver will be informed by the Head Teacher of the course in writing.

Notification of Formal Assessment Tasks

Written and/or electronic notification of formal assessment tasks will be issued at least TWO weeks prior to assessment tasks as per assessment schedules published in this handbook.

Feedback on School Assessment Tasks 

Students will be given meaningful feedback following each assessment task:

• A mark/grade and information on the outcomes achieved as indicated by the marking criteria

• Information, which assists students to improve on their performance in future tasks

Disability Provisions for school assessments/examinations

Disability Provisions is an arrangement designed to help students by granting justified provisions related to a physical or medical condition. Any student with a disability recognised in the Commonwealth Disability Standards for Education 2005. The definition of ‘disability’ in the Disability Discrimination Act 1992 (Cth) includes:

• physical

• intellectual

• psychiatric

• sensory

• neurological, and

• learning disabilities, as well as

• physical disfigurement, and the presence in the body of disease-causing organisms.

Note that the disability provisions apply only where the disability is such that a practical arrangement is required to reduce disadvantage in an exam situation. Disability provisions also apply to temporary and emergency-related disabilities. A typical example of an ‘emergency’ is where a student breaks their writing arm a week before an examination. Students need to discuss their case with the School Counsellors, Head Teacher Teaching and Learning or their Year Adviser.

Students who wish to apply for Disability Provisions should see the Head Teacher Teaching and Learning or School Counsellor. They will be asked to provide evidence to support their application. If all the necessary information is not provided, some requested provisions may be declined due to insufficient evidence.

A note to parents

If you are concerned about whether disability provisions apply for your child, you should contact the Stage 5 Deputy Principal

General Performance Descriptors for RoSA

Common Grade Scale
Schools are responsible for awarding each student a grade (A, B, C, D, or E) to summarise the student's achievement in any 100 hour or 200 hour course completed in Stage 5. In Mathematics, grades have been further differentiated to nine levels (A10, A9, B8, B7, C6, C5, D4, D3 and E2). The grade awarded is reported on the student's Record of School Achievement.

Teachers use these Stage 5 course performance descriptors to determine Stage 5 grades. The descriptors have been developed from NESA’s general performance descriptors, and provide a more complete description of typical performance in this course at each grade level.

Below are the general performance descriptors for the Stage 5 RoSA. 

Grade A - 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.

Grade B - 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.

Grade C - 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.

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

Grade E - 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.