Individual subject teachers monitor, observe and test students using a variety of assessment tools throughout the year. Assessment in the SACE may take the form of written tests, oral presentations, journal writing, practical experiments, student collaboration, self-evaluation, peer assessment, research assignments, interviews, surveys, productions, field studies and information technology presentations. This flexibility, ensures students the ability to demonstrate their learning in a number of ways while the subject’s Performance Standards ensures rigour and consistency in the way the student’s evidence of learning is assessed.
Summative assessment tasks are designed to match the subject learning assessment plan, approved for teaching by the SACE Board. These assessment tasks measure student learning and understanding upon completion of a section or a whole unit of work and contribute to the final SACE assessment. Summative assessments have strict due date criteria. Late submission of work is not allowed, unless prior negotiations have taken place between teacher and student. Examinations in some subjects are also an integral part of the assessment process.
For each subject, school grades A to E for Stage 1 and A+ to E- for Stage 2 are reported. In Stages 1 and 2 subjects, descriptions of each grade level are defined in each subject’s outline, called Performance Standards. The performance standards describe in detail five levels of achievement, A to E. Individual grades for summative tasks are determined by the teacher using these performance standards. Teachers undergo rigorous quality assurance training and external moderation with the SACE Board to ensure the interpretation of these performance standards are correct and consistently applied.
Assessments of subjects at Stage 1 are entirely school based and may be subject to a moderation audit by the SACE Board. Assessments of subjects at Stage 2 have a 70% school assessment component and a 30% external assessment component. Results of the 70% school assessed component are moderated by the SACE Board in all subjects. The 30% external assessed component (Folio, Performance or Exam) is marked by one or more markers appointed by the SACE Board.
For more information on how student work is marked please go to this Youtube clip: SACE Board SA – Making sure its fair: Stage 2 Marking
Following Year 11, student grades in consultation with teacher’s recommendations give a valuable insight of a student’s ability to continue with the subject in Year 12. Some individual subjects in Year 12 will have specific entry grade requirements and it is important these are adhered to ensure maximum success in Year 12.