Assessment policy

Record of School Achievement

The Record of School Achievement (RoSA) is the credential for students who leave school after Year 10 and before they receive their Higher School Certificate (HSC).

The RoSA is designed to record and credential all of a secondary school student’s academic results up until the HSC or until they leave school.

While all students currently receive grades for courses they complete at the end of Year 10, this system has now been extended to capture grades for courses a student completes in Year 11.

If a student leaves school before receiving a grade in Year 11 or 12 courses, their RoSA will record the courses they commenced.

This measure acknowledges the fact that many students begin senior secondary study but then leave school for employment or other training opportunities before receiving their HSC.

Eligibility for RoSA

To be eligible for a RoSA, students must have:

• completed the mandatory curriculum requirements for Years 7 to 10

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

• completed courses of study that satisfy Education Standards’ curriculum and assessment requirements for the RoSA

• complied with the requirements from the Education Act.

Students are awarded a grade for each of the courses they have studied in Years 9 and 10. The grades are based on a set of Course Performance Descriptors developed by NESA.

Issuance of the Record of School Achievement

The formal RoSA credential will be awarded to eligible students when they leave school. The RoSA will be provided by NESA in print format when they leave school. Students leaving school who do not meet RoSA requirements will be provided with a Transcript of Study.

Literacy and numeracy tests

Students who leave school before they get their HSC will have the option to undertake the Literacy and Numeracy tests.

There will be one test for literacy and one test for numeracy with concepts drawn from the Australian Core Skills Framework (ACSF) developed and endorsed by the Australian Government Department of Education, Employment and Workplace Relations (DEEWR).

The tests, which will be offered online and under teacher supervision, will be reported separately from the RoSA credential.

The tests will not be available to all students, only those who indicate they wish to leave school.

Students will be able to take the tests during ‘windows’ of availability throughout the year. Students will be advised of these dates throughout the year. They will be able to sit for the test only once during each window, but can sit for them again should they decide to stay at school longer.

The purpose of school assessment

There are some aspects of learning which cannot be adequately assessed through examinations, such as practical work in Science and oral skills in English. School assessments are designed to measure these achievements as well as achievements in examinations. School assessments will measure a student’s performance in the whole course.

Satisfactory Completion of a Course

“Satisfactory completion” means that, in the Principal’s view, there is sufficient evidence that a student has:

• followed the course developed or endorsed by the NESA

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

• achieved some or all the course outcomes;

• attended school sufficiently so that course completion requirements can be met. As a general rule, an attendance rate of at least 85% would be expected.

School assessment tasks

School-based assessment tasks are linked to course performance descriptors because the tasks focus on outcomes. They are valid instruments for what they are designed to assess, and where appropriate, the marking guidelines are related to the wording of the outcomes and the performance descriptors.

Each task enables teachers to collect information about a student’s achievement in relation to one or several outcomes, to award marks in accordance with marking guidelines, and to provide constructive feedback to students on their performances highlighting their strengths and where they could make improvements. The marks awarded for each task should be commensurate with the quality of the response. Work that shows more complex development and higher order achievement should receive more marks than work that demonstrates a more basic level of achievement.

Reports will be available on a regular basis. Each report will indicate a student’s performance in each course at that time.

Course assessment schedule

It is a student’s responsibility to check with the relevant Head Teacher if any areas of the course schedule need clarification, or if they do not have a course assessment schedule for a course which they are studying.

The course assessment schedule is mandatory and is not negotiable. It contains information about the set tasks in each component of a course. The course assessment schedule also informs students of approximately when the various assessment tasks will take place and details the weighting of each task. The date of each assessment task will be provided by the classroom teacher, in writing, at least two weeks prior to the task.

Illness and misadventure

Attendance before an assessment task

Students must be signed in at school during their first timetabled period on the day of an assessment task and attend every timetabled period for the day. Students who sign in after their first timetabled period, are absent for any timetabled period on the day after signing in, or are absent from school for the whole day must submit an illness/misadventure form. See the illness/misadventure process for more details.

Absence from an assessment task due to illness

If a student is ill and cannot attend on the day of the task, the student is to:

• Notify the school by phone on 9745 3777 on the day of the task or as soon as possible following this date.

• Complete an illness/misadventure form, with an attached medical certificate on the first day of return to school. 

Under some circumstances, the Appeals Committee will decide on the outcome, which may include completing a substitute task, an estimated mark being awarded or no marks being awarded.

Absence due to misadventure

Misadventure refers to an event beyond the student’s control that prevented the student from attending school on the day of an assessment.

Following failure to complete an assessment task at the due time, the student is to:

• Notify the school by phone on 9745 3777 on the day of the task or as soon as possible following this date

• Complete an illness/misadventure form, with an attached medical certificate on the first day of return to school. See the illness/misadventure page for more details. The task must be submitted at this time if it is a hand in task or an appropriate time is negotiated to complete the task with the Head Teacher.

Under some circumstances, the Appeals Committee will decide on the outcome, which may include completing a substitute task, an estimated mark being awarded or no marks being awarded.

Illness and misadventure during an assessment task

Students may lodge an illness/misadventure appeal if they believe that circumstances immediately prior to or during the assessment task, which were beyond their control, significantly diminished their assessment performance.

In such cases, students need to complete the illness/misadventure form and provide documentary evidence, such as a medical certificate, clearly detailing and supporting the illness or misadventure. The provision of such documents does not dictate the outcome of the appeal.

Students should submit this appeal to the Deputy Principal as soon as possible after the assessment task. The Appeals Committee will decide on the outcome, which may include completing a substitute task or an estimated mark being awarded.

Hand-in tasks

Hand-in tasks should be submitted to the teacher/faculty as specified on the notification of the assessment task.

In the event of illness or misadventure, the student can submit the task by 8:55am to the office staff, who will issue a receipt for the collection of the task and hand it to the relevant Head Teacher. Alternatively, the student can submit the task online via Google Classroom or email the task to their class teacher.

If an assessment task is submitted late, and there is no successful illness/misadventure appeal, students will receive a zero for that task. Students should still submit the task to gain necessary feedback.

Technology and assessment tasks

Technology and/or digital equipment failure may not be valid grounds for misadventure involving the late submission of assessment tasks.

To assist students in the utilisation of technology, the following guidelines should be considered:

• always complete work before the due date. This enables appropriate measures to be taken in the event of equipment failure;

• back-up files regularly;

• print out copies of drafts and keep them while the assignment is in progress;

• bring a copy of the file to school by either email or USB;

• use Google Workspace for Education to manage and submit assessment tasks online.

Appeals surrounding the assessment procedure

Grounds for an appeal

The appeal concerning assessment procedures may only be based on the assessment process and not on individual student related issues such as illness or misadventure.

While a teacher may choose to review the mark allocated for a task or part of a task, the professional judgement of a teacher is not grounds for an appeal.

Appeals Process

When a student feels that a decision applied to their work is not consistent with the school’s assessment policy and procedures he/she may appeal. The first appeal MUST be to the Head Teacher.

Where a student feels that the appeal to the Head Teacher has not been heard appropriately, they may appeal to the Principal/Deputy Principal to determine if:

• the weightings specified by the school in its assessment program were followed and conform with NESA’s requirements as detailed in the syllabus;

• the procedures used to determine the final assessment marks conform with the issued assessment program; and,

• there are no computational or other clerical errors in the determination of the assessment mark.

Academic integrity

NESA has strict requirements concerning the integrity of ownership of work submitted. These are mirrored by the school’s expectations. All work presented in assessment tasks and examinations (including submitted works and practical examinations), must be a student’s own work.

Defining Malpractice

Malpractice is any activity undertaken by a student that allows them to gain an unfair advantage over others or places other students at a disadvantage. It includes, but is not limited to:

• copying someone else’s work in part or in whole, and presenting it as one’s own;

• using material directly from books, journals, CDs or the Internet without reference to the source;

• building on the ideas of another person without reference to the source;

• buying, stealing or borrowing another person’s work and presenting it as one’s own;

• submitting work to which another person, such as a parent, coach or course expert has contributed substantially;

• using words, ideas, designs or the workmanship of others in practical and performance tasks without appropriate acknowledgement;

• paying someone to write or prepare material;

• breaching school examination rules;

• using non-approved aids during an assessment task;

• not making a genuine effort with an assessment task;

• contriving false explanations to explain work not handed in by the due date;

• assisting another student to engage in malpractice;

• students are advised that they should acknowledge input from another student or teacher or tutor within their bibliography and that copies of previous tasks by other students are kept as records for future years.

Strategies to ensure the authenticity of student responses to tasks.

Concord High School implements programs to help students to follow the principles and practices of good scholarship. This includes understanding and valuing ethical practices when locating and using information as part of their studies.

Strategies that teachers may use to support this include:

• thoroughly briefing all students in relation to the requirements of each task;

• allocating class time to the planning of a response to a task;

• requiring that students maintain a process diary or journal to show how their response, project or work was developed;

• asking students to submit a task at critical points in its development;

• having students submit their original drafts in addition to their final work;

• incorporating student oral presentations on the progress of their work;

• communicating clearly to students the extent of teacher, or other expert or outside, involvement permitted in the development of the work.

Misconduct in formal examinations and other assessment tasks

Misconduct during any task or formal examination may be regarded as malpractice. Zero marks may be awarded to students who are involved in misconduct during an examination or other assessment task. Misconduct refers to any form of behaviour or activity that may fall under the definition of malpractice, is not consistent with school rules or causes disruption to assessment procedures.

All class tasks including formal examinations must be attempted seriously. Non-serious attempts or offensive language in answers will be referred to the Head Teacher and/or the Deputy Principal/Principal and may result in a zero mark for that task.

Managing issues of malpractice

Supporting students to implement principles and practices of good scholarship

Course teachers should work with their Head Teacher to students are supported to implement principles and practices of good scholarship. Depending on the course and the nature of assessment tasks, this may include the following.

• Teaching students how to complete a bibliography or reference list using the faculty’s preferred referencing style.

• Teaching students how to complete in-text referencing.

• Teaching students how to paraphrase.

• Teaching students how to synthesise information from multiple sources.

• Setting up assessment checkpoints to support the above.

What happens if malpractice is suspected?

If malpractice is suspected:

• Course teacher must inform the Head Teacher of the course as soon as practicable by entering a data record under suspected malpractice on Sentral. The course teacher will attach relevant evidence to support the suspected malpractice (E.g. Evidence from Google Classroom originality reports or Turn It In) to this Sentral record.

• The Head Teacher will call the student’s parents/carers to inform them of the suspected malpractice. Contact with the student and the family are to be recorded on Sentral.

• The Head Teacher will notify the student about the suspected malpractice as soon as practicable. This involves speaking to the student and presenting them with a letter of suspected malpractice generated from Sentral with relevant copies of evidence. The Head Teacher will emphasise to the student they have 3 working days to present evidence or information to argue against the suspected malpractice. If malpractice is not proven:

• The Head Teacher will inform the student and their parents/carers that malpractice has not been proven. This is to be recorded on Sentral.

If malpractice is proven:

• An N award warning letter will be generated by the course teacher to officially inform the student that they have engaged in malpractice and what the student needs to do to redeem the N award warning. This may include doing all or specific sections of the assessment in order for the course teacher to give accurate feedback on the student’ performance.

• The Head Teacher and the student’s Deputy Principal will decide on the consequences of malpractice. This may include one of the following:

  • Reduced marks for all or part of the assessment task.

  • Zero marks for all or part of the assessment task.

• The Head Teacher will inform the student and their parents/carers of the consequences.

Please be aware that if a student submits work generated by artificial intelligence (Chat GPT and similar) as their own work, this is considered malpractice and may result in a mark of zero being awarded for the task in question. To appeal this decision, the onus is on the student to prove that they have composed/created the assessment task. The student will be required to present this evidence to a panel of staff. 

Course requirements

Satisfactorily completing the course

A student will be considered to have satisfactorily completed a course if, in the Principal’s view, there is sufficient evidence that the student has:

• followed the course developed or endorsed by the NESA;

• applied himself/herself with diligence and sustained effort to the set tasks and experiences provided the course by the school; and,

• achieved some or all of the course outcomes.

Assessment of Outcomes

Twice a year, students are provided with a report which allocates an overall grade for each course, outlining student achievement levels. The school uses a common achievement scale for all courses.

Grade A (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 high level of competence in the processes and skills and can apply these skills to new situations.

Grade B (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.

Grade C (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.

Grade D (Basic)

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

Grade E (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.

Student attendance

It could be determined by the Principal that prolonged or frequent absence has prohibited a student from meeting course requirements. Students who are concerned about their attendance with respect to meeting course requirements should discuss this with the Deputy Principal/Principal.

For all absences greater than three days, students are to complete an Exemption from school form. These forms are available from the side office.

Absences for overseas or interstate travel are strongly discouraged and can impact on the student’s ability to satisfactorily complete course requirements. Fee-paying international students may also jeopardise their visas and right to remain in Australia.

Different courses have different prerequisites, eg. practical courses require a set number of hours of practical work. Overseas or interstate travel may have a negative impact on this.

If considering overseas or interstate travel, students are to:

• explain to their family the impact the travel will have;

• complete the Exemption from school form and attach a copy of the travel arrangements such as airline tickets;

• complete the Overseas or interstate trips form for each course studied. This form is to be signed by the Head Teacher of each course, parent and Year Advisor. These forms are available from the side office.

Both forms are to then be submitted to the Principal for approval at least three weeks in advance.

Failure to complete or submit assessment tasks

If a student does not have a valid reason for failing to complete or submit an assessment task a zero mark may be recorded for that task.

Non-serious attempts

Students must make a genuine attempt to complete course requirements. These requirements include students applying themselves with diligence and sustained effort to the set tasks and experiences provided in the course by the school, regardless of whether or not these tasks contribute to the final assessment mark. It is a matter for the teacher’s professional judgement to determine whether a student has made a genuine attempt to complete these requirements.

Communicating course requirement concerns

Students should receive meaningful feedback in all aspects of their coursework. This may be in the form of marks, grades and/or oral and written comments.

Disability provisions for examinations

Disability provisions may be provided if a student has a special need which would, in a normal examination situation, prevent him/her from:

• reading and interpreting the examination questions and/or

• communicating his/her responses.

Principals have the authority to decide on and to implement special provisions for school-based assessments including tests.

Regardless of the nature of the special need, the provisions granted will be solely determined by the implications of that need on the student’s functioning in an examination situation.

Disability Provisions at Concord High School

Concord High School will support students seeking disability provisions. Where it is appropriate and suitable these provisions will be offered to the students to complete their internal assessment component.

If a student experiences a one-off incident, which affects his/her examination performance and requires Disability Provisions eg a physical injury, the Principal may elect to grant Disability Provisions for an individual task. These provisions will be issued using NESA general guidelines.

Concord High School will endeavour to provide students with access to Disability Provisions to ensure a fair process for all students. The implementation of Disability Provisions is however restricted by the resources available and remains the decision of the school.

Student responsibilities

Students must make an appointment with the Learning and Support Teacher (LAST) or School Counsellor to formalise an application for disability examination provisions. Application forms are available from the LAST, School Counsellor or Deputy Principal.

Students who have been awarded disability provisions are to check the arrangements for these provisions for the upcoming task with their class teacher.

Accelerants

In exceptional circumstances, students may accelerate into NESA developed courses in advance of their usual cohort or in less than the NESA’s stated indicative times. Decisions about the acceleration of students will be made by the Principal in accordance with the principles contained in NESA’s Guidelines for Accelerated Progression.

Accelerants should complete all assessment tasks that are undertaken by students completing requirements in the normal time frame. However, there may need to be flexibility in the order and timing of assessment tasks.

Assessment tasks for accelerants, where possible, should be either delivered at the same time or in a manner that prevents students being able to communicate the task to each other or put one group at a significant advantage over the other.

Students transferring to the school

For students who commence study at Concord High School between the commencement of the assessment period and the final date for assessment marks, the Principal may request information from the previous school. However, this information will only be used as a guide and will not form part of the assessment mark. Performance in assessment tasks following arrival at the school and teacher professional judgement will be used to determine the final mark for the course.

Syllabus Requirements

Students may access NESA’s website for syllabus information and updates to syllabus requirements.

All updates to syllabus requirements will be located on this website. Students and parents have access to this information. Teachers will keep abreast of changes, but students are also encouraged to check the website for their own information.