Assessment

VCE Systems Engineering Units 1-4: from 2026

General assessment advice

Advice on matters related to the administration of Victorian Certificate of Education (VCE) assessment is published annually in the VCE Administrative Handbook. 

Updates to matters related to the administration of VCE assessment are published in the VCAA Bulletin. Subscribe to the VCAA Bulletin. 

Teachers must refer to these publications for current advice.

VCE assessment principles

The VCE assessment principles underpin all VCE assessment practices and should guide teachers in their design and implementation of School-assessed Coursework (SACs). 

When developing SAC tasks, teachers should also refer to the VCAA policies and school assessment procedures as specified in the 'Scored assessment: School-based Assessment' section of the VCE Administrative Handbook. 

The VCAA assessment principles determine that assessment of the VCE should be:

  • valid and reasonable
  • equitable
  • balanced
  • efficient.

Essentially, these principles invite schools and teachers to create assessment practices, including tasks and tools, that enable students to demonstrate their knowledge and understanding of the outcome statements and the key knowledge and key skills through a range of opportunities and in different contexts (balanced), that do not advantage or disadvantage certain groups of students on the basis of circumstances and contexts (equitable), that are not overly onerous in terms of workload and time (efficient) and that only assess that which is explicitly described in the study design (valid and reasonable).

Glossary of command terms

The glossary of command terms provides a list of terms commonly used across the Victorian Curriculum F–10, VCE study designs and VCE examinations and to help students better understand the requirements of command terms in the context of their discipline. 

For Units 1‒4, assessment tasks should be a part of the regular teaching and learning program and should not add unduly to student workload. Students should be clearly informed of the timelines and the conditions under which assessment tasks are to be conducted, including whether any resources are permitted.

Points to consider in developing an assessment task:

  1. List the relevant content from the areas of study and the relevant key knowledge and key skills for the outcomes.
  2. Develop the assessment task according to the specifications in the study design. It is possible for students in the same class to undertake different tasks, or variations of components for a task; however, teachers must ensure that the tasks or variations are comparable in scope and demand.
  3. Identify the qualities and characteristics that you are looking for in a student response and map these to the criteria, descriptors, rubrics or marking schemes being used to assess level of achievement.
  4. Identify the nature and sequence of teaching and learning activities to cover the relevant content, key knowledge and key skills outlined in the study design, and provide for different learning styles.
  5. Decide the most appropriate time to set the task. This decision is the result of several considerations, including:
    • the estimated time it will take to cover the relevant content from the areas of study and the relevant key knowledge and key skills for the outcomes
    • the possible need to provide preparatory activities or tasks
    • the likely length of time required for students to complete the task
    • when tasks are being conducted in other studies and the workload implications for students.

The teacher must consider the authentication strategies relevant for each assessment task. Information regarding VCAA authentication rules can be found in the 'Scored assessment: School-based assessment' section of the VCE Administrative Handbook. 

Units 1 and 2

All assessments for Unit 1 and Unit 2 are school-based. The determination of a satisfactory (S) or not satisfactory (N) for each of Units 1 and 2 is a separate consideration from the assessment of levels of achievement. This distinction means that a student can receive a very low numerical score in a formal assessment task but still achieve an S for the outcome.

The decision about satisfactory completion of outcomes is based on the teacher’s judgment of the student’s overall performance on a combination of set work and assessment tasks related to the outcomes. Students should be provided with multiple opportunities across the learning program to develop and demonstrate the key knowledge and key skills required for the outcomes for the unit. If a student, in the judgement of the teacher, did not meet the required standard for satisfactory completion of the outcome through the completion of the set work and assessment task(s) then they should be afforded additional opportunities to demonstrate the outcome through submitting further evidence; for example, a teacher may consider work previously submitted (class work, homework), additional tasks or discussions with the student that demonstrate their achievement of the outcome (i.e. a student can demonstrate their understanding in a different language mode, such as through speaking rather than writing) as further evidence provided it meets the requirements and is consistent with the established school processes.

Procedures for assessment of levels of achievement in Units 1 and 2 are a matter for schools to decide. Schools have flexibility in deciding how many and which assessment tasks they use for each outcome, provided that these decisions are in accordance with VCE Systems Engineering Study Design and VCE assessment principles.

Teachers should note the cognitive demand of the command terms in the outcome statements to determine the type of teaching and learning activities and evidence of student understanding that will be needed for students to demonstrate satisfactory completion of each outcome.

Units 3 and 4

Unit 3 Sample approach/es to developing an assessment task 

Step 1

Step 2

Step 3

  • Examine the assessment advice. The performance descriptors for each outcome need to be addressed and give a clear indication of qualities and characteristics that are required in a student response. Note, the performance descriptors need to be tailored to suit the requirements of the assessment task.

Step 4

  • Identify the key knowledge and key skills that you are looking for in a student response and design the criteria and a marking scheme. A total of 50 marks are allocated to this outcome in the study design and it contributes 10% to the overall grade for the study.

Step 5

  • Identify the nature and sequence of teaching and learning activities. Plan a sequence of teaching and learning activities that will develop pre-task knowledge and skills in relation to the clean energy technologies Area of Study.

Teaching the pre-task knowledge and skills

Use the key knowledge and key skills for Unit 3 Outcome 2 to ensure that students are able to:

  • describe forms of non-renewable and renewable energy sources
  • discuss advantages and disadvantages of non-renewable and renewable energy sources, including C2C analysis
  • discuss challenges within the renewable energy supply chain
  • discuss dependence on non-renewable energy and strategies for transitioning to renewable energy sources
  • analyse the technologies and processes used to harness, generate and store renewable energy sources
  • critique solar and wind power technologies and compare these methods of harnessing energy with non-renewable energy methods. 

Step 6

Design the assessment task

  • This task requires students to complete a multimedia presentation using PowerPoint with a voice over. The teacher needs to design the assessment task in such a way that it allows students to demonstrate the highest level of performance and the qualities and characteristics that define this.
  • In this example, students are focusing on analysing wind energy as a renewable resource by examining its advantages and disadvantages, supply chain challenges, transition strategies, technological developments, and comparing its efficiency and environmental impact to non-renewable energy sources.
  • Some guidance can be provided to assist students with the development of their multimedia presentation, such as a suggested number of slides and/or presentation length, e.g. 5 minutes and advice on what to include, such as the example questions below. Teachers should be mindful not to provide excessive scaffolding, as the aim of the assessment is to rank the student cohort.

Some suggested example questions are outlined below:

  • Describe wind as a renewable energy source and discuss one advantage and one disadvantage, including a cradle-to-cradle analysis.
  • Discuss one challenge within the renewable energy supply chain of using wind energy.
  • Discuss one strategy for transitioning to a renewable energy system incorporating wind power.
  • Identify one wind power technology and critique it by comparing its method of harnessing energy with a non-renewable energy method.
  • Use examples to explain one recent technological development in wind energy that improves its environmental impact compared to non-renewable resources.
  • Explain one factor that determine the efficiency of energy conversion in wind turbines.

Marking the task

The performance descriptors can be adapted into an assessment rubric or alternative marking scheme, which should be explained to students before they start the task.

When to assess students

The teacher must decide the most appropriate time to set this task. This decision is the result of several considerations, including:

  • the estimated time it will take to cover the key knowledge and key skills for the outcome
  • when tasks are being conducted in other subjects and the workload implications for students.

For the example above, students could be given 2 lessons to complete the task. One lesson for research and one for the development of the multimedia presentation. The length of time allowed for creating a multimedia presentation is to be determined by the teacher and should enable the typical student in the school cohort to complete the task. It is important that all students are given the same amount of time to complete the task. Students should be informed of the time available at the beginning of the task. You must use the School-assessed Coursework (SAC) authentication form from VASS if the task is completed over two or more lessons that are not concurrent. An authentication form is not required if the two lessons are concurrent and the teacher can authenticate student work, as all work is completed in class.

Students are assessed according to the criteria on the rubric or marking scheme.

The teacher should provide feedback to the student about their performance, according to the criteria outlined for assessment.

Unit 4 Sample approach/es to developing an assessment task

Step 1

Step 2

Step 3

  • Examine the assessment advice. The performance descriptors should be fully understood because they give a clear indication of the qualities and characteristics that are required in a student response. Note, the performance descriptors need to be tailored to suit the requirements of the assessment task.

Step 4

  • Identify the key knowledge and key skills along with the qualities and characteristics that you are looking for in student responses and create the criteria or marking scheme. A total of 50 marks are allocated to this outcome in the study design and it contributes 10% to the overall grade for the study. 

Step 5

  • Identify the nature and sequence of the teaching and learning activities. Plan a sequence of teaching and learning activities that will investigate new and emerging technologies.

Teaching the pre-task knowledge and skills

Use the key knowledge and key skills for Unit 4 Outcome 2 to ensure that students are able to:

  • research and evaluate the operations and applications of new and emerging developments in systems engineering processes and products
  • explain reasons for and drivers of the development of new and emerging technologies
  • analyse and critique impacts and the potential of the new and emerging developments
  • analyse and present information about new and emerging systems engineering innovation

Step 6

Design the assessment task

  • In this example, students respond with a short-written report in the form of a case study that evaluates a new and emerging systems engineering technology and discusses the likely impacts these selected technologies may have in the future. For example, the case study could focus on automated requirement traceability tools, which help track and link system components to original design requirements, making updates and verification faster and more accurate. These tools are used in industries such as aerospace, automotive, medical devices, defence, and software engineering, anywhere complex systems must meet strict safety, legal, or performance standards. The case study could relate to one of these industries, such as medical devices, and be based on a short video or article.
  • Format the assessment task in such a way that it allows students to demonstrate the highest level of performance and the qualities and characteristics that define this.
  • The teacher provides a case study and accompanying questions for students to respond to. This will allow students to demonstrate the criteria for assessment. Students could be provided with the video or article beforehand if they are unaware of the assessment task questions.

Some examples of guided questions/directions are outlined below:

  • Identify two reasons why the new medical device that uses automated requirement traceability tools was developed.
  • What is one possible positive impact of this new medical device on patients or healthcare?
  • What is one possible negative impact of this new medical device on patients or healthcare?
  • Critique the future potential of this medical device in the healthcare industry.

Marking the task

The performance descriptors can be adapted into a marking scheme, which should be explained to students before they start the task.

When to assess students

The teacher must decide the most appropriate time to set this task. This decision is the result of several considerations, including:

  • the estimated time it will take to cover the key knowledge and key skills for the outcome
  • when tasks are being conducted in other subjects and the workload implications for students.

For the example above, students should be given one lesson to complete the task. The length of time allowed for responding to the case study should be determined by the teacher and should enable the typical student in the school cohort to complete the task. It is important that the time available is the same for all students. Students should be told the length of time available to them at the beginning of the task. If the assessment task occurs across two or more lessons, the School-assessed Coursework (SAC) authentication form located on VASS must be used.

Students are assessed according to the criteria on the marking scheme.

The teacher should provide feedback to the student about their performance, according to the criteria for assessment.

Performance descriptors

Performance descriptors: VCE Systems Engineering from 2026 (DOCX, 655.93 KB)

Performance descriptors for Unit 3: Outcome 2 and Unit 4: Outcome 2 of VCE Systems Engineering from 2026.

Administrative information for School-based assessment

2026

The 2026 administrative information for School-based assessment will be published at the commencement of school term in 2026.

Examination specifications, past examinations and reports

View the VCE Systems Engineering examination specifications, past examinations and reports page.

Information about the use of calculators in Systems Engineering examinations may be found at the Authorised materials and equipment page.

Graded Distributions for Graded Assessment can be accessed from the VCAA Senior Secondary Certificate Statistical Information page. Excepting third-party elements, schools may use this resource in accordance with the VCAA’s Educational Allowance (VCAA Copyright and Intellectual Property Policy).