Assessment - Scope of tasks
Units 3 and 4
The VCAA supervises the assessment for levels of achievement of all students undertaking Units 3 and 4.
There are two main forms of school based assessment: School-assessed Coursework (SAC) and in some studies, the School-assessed Task (SAT).
Main forms of school based assessment
| School–assessed Coursework | A SAC is selected from the prescribed list of assessment tasks designated for that outcome in the study design. A mark allocation is prescribed for each SAC. Teachers may develop their own marking schemes and rubrics or may use the
performance descriptors.
The
VCE and VCAL Administrative Handbook provides more detailed information about School-assessed Coursework. |
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| School-assessed Task | A SAT is a mandated task prescribed in the study design. The SAT is assessed using prescribed assessment criteria and accompanying performance descriptors published annually on the relevant study page on the VCAA website. Notification of their publication is given in the February
VCAA Bulletin. Teachers will provide to the VCAA a score against each criterion that represents an assessment of the student’s level of performance. Details of authentication requirements and administrative arrangements for School-assessed Tasks are published annually in the current year’s
VCE and VCAL Administrative Handbook. |
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In VCE English Language the student’s level of achievement will be determined by School-assessed Coursework and an end-of-year examination. The VCAA will report the student’s level of performance as a grade from A+ to E or UG (ungraded) for each of three Graded Assessment components: Unit 3 School-assessed Coursework, Unit 4 School-assessed Coursework and the end-of-year examination.
In Units 3 and 4 school-based assessment provides the VCAA with two judgements:
S (satisfactory) or N (not satisfactory) for each outcome and for the unit; and levels of achievement determined through specified assessment tasks prescribed for each outcome.
School-assessed Coursework provides teachers with the opportunity to:
- select from the designated assessment task/s in the study design
- develop and administer their own assessment program for their students
- monitor the progress and work of their students
- provide important feedback to the student
- gather information about the teaching program.
Teachers should design an assessment task that is representative of the content (key knowledge and key skills underpinning the outcome) and allows students the opportunity to demonstrate the highest level of performance. It is important that students know what is expected of them in an assessment task. This means providing students with advice about the outcome’s key knowledge and key skills to be assessed. Students should know in advance how and when they are going to be assessed and the conditions under which they will be assessed.
Assessment tasks should be part of the teaching and learning program. For each assessment task students should be provided with the:
- type of assessment task as listed in the study design and approximate date for completion
- time allowed for the task
- allocation of marks
- nature of any materials they can utilise when completing the task
- information about the relationship between the task and learning activities should also be provided as appropriate
Following an assessment task:
- teachers can use the performance of their students to evaluate the teaching and learning program
- a topic may need to be carefully revised prior to the end of the unit to ensure students fully understand the key knowledge and key skills required in preparation for the examination
- feedback provides students with important advice about which aspect or aspects of the key knowledge they need to learn and in which key skills they need more practice.