Sample approaches to developing assessment

Assessment

Assessment must be a part of the regular teaching and learning program and should be completed mainly in the classroom within a predetermined timeframe. Assessment is to be undertaken as an ongoing process which integrates knowledge and skills with practical applications over a period of time. It will require a combination of evidence collected through teacher observations along with the collection of records of student work.

When developing assessment tasks, teachers should refer to the VCAA policies and school assessment procedures as specified in the VPC Administrative Handbook.

The studies in a VPC program must be assessed in accordance with the requirements and guidelines outlined in the curriculum designs for the studies delivered in the learning program.

The assessment should be:

Valid and reliable

• Assessment tasks/activities should be designed to reflect the nature of the outcomes/elements of the study.
• Students should be assessed across a range of different tasks/activities and contexts
• Assessment should be conducted on a number of occasions.

Fair

• Assessment tasks/activities should be grounded in a relevant context and be sensitive to gender, culture, linguistic background, disability, socioeconomic status and geographic location.
• Instructions for assessment tasks should be clear and explicit.

Flexible

• Assessment should be open ended and flexible to meet the specific needs of students.
• Students should have the opportunity to demonstrate achievement at their own level and pace.

Efficient

• Assessment instruments that provide evidence of achievement across a range of outcomes/studies should be used.

Assessing the task 

The assessment tools used to collect evidence of student achievement (performance descriptors, rubrics and/or marking guide) should reflect the Modules, Learning Goals and Application of the unit.

Assessment tasks should be developed within the specific context of the setting and related to applied learning principles by being designed with authentic purposes and practical outcomes.

Teachers should develop a range of assessment activities in order to collect specific evidence of student learning in a unit and/or module. Teachers should develop an assessment guide or rubric to make decisions about the evidence of student learning.

The assessment task and assessment tools should be explained to students before they commence the task.
When developing assessment tasks, teachers should refer to the VCAA policies and school assessment procedures as specified in the VPC Administrative Handbook.

Conditions of task

Schools may determine the conditions for assessment tasks. Assessment tasks should be a part of the regular teaching and learning program and should not add unduly to student workload. Students should be advised of the timeline and conditions under which the task is to be completed. It is recommended that assessment tasks be completed in class under supervision within a limited timeframe.

The overall assessment program for the unit should include a variety of activities, include provision for authentication of student work and take into consideration the overall workload for students.

The assessment task and assessment tools should be explained to students before they commence the task.