VCE School Leaders Briefing 2016

9:30 Administrative Procedures 9.50 Special Provision update Curriculum Briefing 10:40 School-based Assessment Audit Break Exam Conduct and Supervision 11:20 Statistical Moderation and Study Score Running Times

Administrative Procedures

School and VCAA responsibilities  Schools Provision and oversight of a suitable program Collection of student details and enrolment data Entry of student data on VASS  VCAA QA data Processing student enrolment and result data Reporting to students, schools and other stakeholders VCE and VCAL Administrative Handbook 2016

Key school tasks  Run eligibility  Identify students who are not eligible and adjust program  Print Student Full Details / Student Personal Details Forms  Distribute for students to confirm all details  Print class lists for teachers  Final checks before due dates

Examples of SRRU identified data errors

VASS Critical dates ENR Enrolment 1 on 22 February venues for oral and performance exams setting of end-of-year examination timetable (to minimise clashes and 3 in one day) Enrolment 2 on 2 May stationery for the GAT DET will base VET funding on enrolment as of this date.

Enrolling students into a Second Language (EAL) VASS will disable VASS/VCE coordinators’ ability to grant EAL approval for students whose country of origin is Singapore or India. Approval for these countries can only be granted by the VCAA. Schools are required to forward the applications to the VCAA for a thorough assessment to be made. Applications need to include supportive school documentation ( in English using an approved translator) and passport stamp and/or International Movement Records to determine if the student is eligible for EAL. If approval is granted, it will be entered on VASS and the student will be able to be enrolled.

Student transfer and credit from interstate studies  Students must apply to the VCAA through the Victorian school at which they are enrolled using the Application for Credit towards the VCE/VCAL form. (please note evidence must be in English and translations only accepted if a certified translator used)  At Units 1 and 2 level, schools will recommend the amount of credit to be granted on receipt of an interstate school or authority transcript and after consulting the equivalent qualification guidelines. Credit recommended by the school must be entered on the application form (Part E).  Previous school reports and certificates should be attached.  Decisions on the amount of credit at Units 3 and 4 level will be made by the VCAA (only available from within Australia).

Privacy Considerations  Both the VCAA and schools have obligations under privacy legislation to protect the personal information of students.  The VCAA is aware that some schools engage a Third Party to analyse end of year data.  The VCAA discussed this use with the Victorian Privacy Commissioner.  We were advised that schools can best meet their privacy obligations by providing de-identifiable data to third party analysts.

Contact Details Student Records and Results

Special Provision

Special Provision – 2016 and beyond  2016 Special Examination Arrangement (SEA) applications were sent to schools last November.  Applications for long-term or chronic conditions must be completed as stipulated and submitted to the VCAA by Friday 4 March.  The VCAA will ensure that decisions are released in the week commencing Monday 9 May for ‘complete’ applications received by the above closing date.  Administrative advise re 2016 Special Provision policy and procedures is available on the VCAA website

Special Provision Review Primary focus in 2016 :  continued development of the VCAA’s Special Provision online system (School-based provisions, SEA and DES applications).  engaging with a cross section of schools to work towards introducing a flexible and more accessible Special Provision platform which accommodates early engagement with the VCAA (discussion & formalisation of appropriate ongoing provisions for students with special needs/circumstances).  Ongoing review of the most appropriate evidence requirements and provisions available for each condition/circumstance.  Stakeholders will be kept informed on the progress of the review via VCAA notices and/or VCAA website

Curriculum

VCE Studies in Review 2016 Once accredited, for implementation in 2018  Algorithmics (HESS) – minor review  Outdoor and Environmental Studies – minor review  Product Design and Technology – minor review  Sociology – minor review  Visual Communication Design – minor review  Accounting – major review  Australian and Global Politics – major review  Health and Human Development – major review  Legal Studies – major review  Media – major review

VCAA Curriculum Managers Subject Associations Curriculum Development and Review Input into the Review and Accreditation Cycle Teacher and stakeholder consultation

Review Process Evidence-based review by panel comprising teachers, university, TAFE and industry representatives.  International and national benchmarking  Analysis of data -Enrolment trends -School-based and examination results -Examiners’ reports -State reviewer reports from coursework audits -Online surveys -Teacher focus groups

Teacher Involvement  Study Review Panels  Text List Advisory Panels  Exam Assessors  Exam Panels  State Reviewers Excellent professional learning opportunities. Call for applications in VCAA Bulletin. Apply through SSMS.

Consultation on Draft Study Designs Consultation register now open: Notice to Schools when individual study consultation is open: Draft study design Questionnaire Summary of proposed changes

New VCE Studies The following VCE studies introduced in 2016:  Bridging EAL: Units 1 and 2 (2016−2018)  History: Units 1−4 (2016−2020) −Ancient History −Global Empires  Karen: Units 1 and 2 only (Units 3 and 4 in 2017)  Vietnamese First Language: Units 1 and 2 only (Units 3 and 4 in 2017)  Chin Hakha: Units 3 and 4

Revised and Reaccredited VCE Studies The following are the revised and reaccredited study designs for implementation in 2016:  Geography  Computing (formerly Information Technology)  English Language  Global Politics  History: − Twentieth Century History − Australian History − Revolutions  Mathematics

Staged Implementation 2016–2017 For the following studies, Units 1 and 2 are implemented in 2016, and Units 3 and 4 will be implemented in 2017: English/English as an Additional Language Literature Biology Chemistry Environmental Science Physics Psychology.

Revised and Reaccredited Study Designs for Implementation in 2017 Revised VCE Texts and Traditions Study Design now available. The following revised study designs will be published throughout Term 1: Art Business Management Economics Food and Technology (changing to Food Studies) Music Physical Education Religion and Society Studio Arts

Implementation Briefings for Revised VCE Studies  During 2016 the VCAA will conduct statewide implementation briefings for teachers of the revised VCE studies.  Support for Music, Art and Texts and Traditions will be provided. Details will be available in the April edition of the VCAA Bulletin.

Bridging EAL: Implementation Support  VCE Bridging EAL is being implemented by schools for the first time in  In April (Unit 1) and August (Unit 2), the VCAA will invite all Bridging EAL providers to complete a questionnaire to gather information about how the study is being taught and assessed.  This information will inform future implementation support and resources.  The information gathering process will also provide an opportunity for schools to ask questions and get advice about the implementation of VCE Bridging EAL.

School-based Assessment Resources Assessment Handbooks/Advice for teachers Published for all VCE studies:  SAC performance descriptors are advisory (except for Extended Investigation where their use is mandated)  SAT criteria and descriptors of level of performance are mandatory  Apply to Units 3 and 4, can be used to inform Units 1 and 2  Published online only on the individual VCE study pages Companion document Procedures for Assessment in VCE Studies 2016

Advice for Teachers – New Format VCAA Bulletin VCE, VCAL and VET No. 4, November 2014:  Merger of Advice for Teachers and Assessment Handbook into one online publication  For studies published in 2015 onwards

School-assessed Tasks 10 VCE studies with SATs  Mandated assessment criteria and performance level descriptors on 10 point marking scale  Published each year in February on individual study pages  Authentication record for each study  Full day professional learning program conducted annually in February/March

Industry Pathways  Industry Pathways are available in four industry areas: Building and Construction, Community Services and Health, Manufacturing & Engineering and Sport & Recreation  Includes VET certificates from the industry, English/Literacy, Maths/Numeracy, selected other studies and Work Placement  Further information available at:

VCE (Baccalaureate)  Introduced in 2014  Awarded to 3828 students in 2014, 4033 students in 2015 (approx. 8% of VCE completions)  To be eligible to receive the VCE (Baccalaureate) the student must satisfactorily complete the VCE and receive a study score for each prescribed study component: −a Units 3 and 4 sequence in English or Literature or English Language with a study score of 30 or above; or a Units 3 and 4 sequence in EAL with a study score of 33 or above −a Units 3 and 4 sequence in either Mathematics Methods (CAS) or Specialist Mathematics −a Units 3 and 4 sequence in a VCE Language  At least two other Units 3 and 4 sequences  FAQs on VCAA website:

Higher Education Studies  Contribute to satisfactory completion of the VCE as a 3–4 sequence  No more than one HE study can contribute  Contribute to the ATAR as 5 th or 6 th unscored study (incremental scale)  List of approved 1 st year university studies on VCAA website:

VCE on a Northern Hemisphere Timetable  Timetable runs September – July  Unit 3–4 enrolments from Sept 2016; first exams June 2017  Curriculum and assessment requirements – follow previous calendar year  Equating process for comparability  Emerged out of VCE international program, available to Victorian VCE providers  Local stakeholders – flexibility including: −staggered delivery −return to study, adult VCE −international students  Authorisation to deliver – opens April

VCAA Sponsored Awards  VCE Season of Excellence  VCE Leadership Awards  VCAA Plain English Speaking Award  Margaret Schofield Memorial Scholarships open to VCE Music students from Government schools  Premier's VCE Awards  John Button School Prize entrants submit an essay (up to 2000 words)  VCAL Achievement Awards

School-based Assessment Audit

Purpose of the Audit To ensure that school-based assessment is conducted in line with VCAA principles of assessment and the requirements of the relevant study design. For the school, it provides opportunities to:  validate the quality of school-based assessment  set up professional conversations about teaching and learning. For the VCAA:  the audit outcomes assist in planning assessment advice and professional development support for teachers.

 All VCE providers are annually audited for at least one VCE study (maximum of 4 VCE studies)  All VCE studies are subject to the audit  Notification to schools via VASS  Audit dates published in Important Administrative Dates: −Unit 3 Notification: 29 February −Unit 4 Notification: 24 June Audit Process

 Four stages: −Stages 1 and 3: completion of a study specific online questionnaire −Stages 2 and 4: submission of further evidence, if required  Notification of the outcome of the audit and any further evidence required sent to school via and VASS.  Further evidence may be in the form of ─School-assessed Coursework tasks ─Marking schemes/Assessment criteria ─Timelines ─Authentication records ─Student work. Audit Process

 Audit panel checks submissions against the requirements of the study design  School-based assessment must allow the students the opportunity to meet the outcomes  The school is notified immediately if a serious anomaly is detected (e.g. incorrect text being taught). Audit Process

 Submission meets requirements −Suggestions for improvement may be provided.  Further evidence required −Feedback on the submission will be provided.  Immediate follow up with VCAA required −The submission indicates possible error or poor practice. Audit Outcomes

VCE Study Pages: General Advice and Policy:  General Administrative Information for School-based Assessment  VCE and VCAL Administrative Handbook 2016  Report on Lost/Stolen/Damaged School-assessed Tasks  Individual study pages for SAT information  Authentication Record for School-assessed Tasks  Teacher additional comment sheet for Technology studies Resources

School-based Assessment

Unit Results Schools report students’ results for completion of VCE Units, and VCE VET units of competence/modules VCE Unit Results are reported as: S = Satisfactory Completion N = Not Satisfactory J is to be used where the student: is no longer attending class has not submitted work for assessment VCE VET unit of competence/module results are reported as: S = Satisfactory Completion N = Not Yet Completed

Satisfactory Completion Satisfactory VCE Unit Result The student receives S for a unit when all the outcomes are achieved A student must: Produce work that demonstrates achievement of the outcome/s Observe school and VCAA rules If a teacher judges that all outcomes are achieved, the student satisfactorily completes the unit. The decision to award an ‘S’ for the unit is distinct from the assessment of levels of achievement.

Importance of Internal Moderation  Consistency of teacher decisions  Procedures for making school-based assessments  For Statistical Moderation purposes, each school’s assessment in a study is treated as a single group not as separate unique teaching classes

Indicative Grades primary purpose is to be used as part of the quality assurance procedures for marking examinations, however they are also used in the calculation of the DES. are the prediction of a student’s actual level of achievement on the examination the rank order and level of spread of the indicative grades for the school cohort in the study is of prime importance.

Indicative Grades Suggestions for producing Indicative Grades: Indicative Grades should be based on a similar task to the exam or even a past exam. Not necessarily the same as coursework performance. The previous years grade range can be used to inform this process Not a traditional notion of what a grade’s value may be. In one Study the A+ exam grade range may be , yet may be in another.

Contact Details Student Records and Results

Exam Conduct and Supervision

VCE Examination Conduct and Administration Support Resources  VCE Examination Manual  VCE Examination Document Register  VCE Exams Navigator  GAT Information brochure  Training sessions for new chief supervisors and relevant school personnel Training sessions for new chief supervisors and/or new school personnel - MAY increased focus on school audits in 2016, therefore no briefing sessions for ongoing chief supervisors and school personnel; key information/updates refer to Examination Manual and VCE Session Details and Equipment Listing  VCAA Bulletins and Notices  VCAA website - vcaa.vic.edu.au/vce/examsvcaa.vic.edu.au/vce/exams

All Principals must read and sign this agreement to certify that they fully understand all VCAA requirements for conducting and administering VCE external assessments. The Principal may delegate the management of their VCE external assessments to appropriate school personnel Agreement to conduct and administer VCE external assessments

2015 Examination Conduct and Supervision issues – focus for 2016  Need for school personnel to work closely with and support supervisors, particularly when only one supervisor  Understanding and administering Special Examination Arrangements  Ensure students are adequately prepared  Appropriate school personnel to carry out materials and identification checks prior to students entering examination room  Mobile phones/electronic devices – final check before reading time commences – confiscate then return

2015 Examination Conduct and Supervision issues – focus for 2016  Additional response materials cannot be brought in by students. Spare question and answer books or general answer books should be provided. Lined paper is the last option. Complete incident report & journal when lined paper supplied.  Supervisors/school personnel to be aware of examination specific emergency evacuation plan  Observation visits during VCE examinations and the GAT will continue in 2016  Increased focus on auditing of administrative procedures prior to examination periods in 2016.

VCAA Key Contacts  VCE Examination Planning and Logistics: Maria Fragale Phone: Susan Meadows Phone

Statistical Moderation and Study Score Calculation

What and Why? A process that moderates the School-based Assessment scores Uses the exam scores because it is the only task that is exactly the same for each student in the study

What is Statistical Moderation? Process to ensure comparability of results Aims to eliminate marking differences between schools, not within Aligns external and internal assessment scales Maintains rank order given by the school

The Common Scale USA $299 Singapore $370 Australia $350 Which is the cheapest ? The smartphone from Singapore

Why is it Needed? Assessment marking varies between schools Measurements are only comparable when they are expressed on the same scale School-based assessment can only be included in the ATAR (ENTER) if it is moderated

How is it Done? Identify the moderation groups in each study Calculate an external score for each student Align the distributions of school-based assessment and external scores Calculate moderation formula and then apply to the coursework score for each student Statistical Moderation

Using the Common Scale Raw School Assessment External Score = Moderated School Assessment Highest Score in School Upper Quartile in School Median in School Zero score in School Lower Quartile in School Highest Score in external Upper Quartile in external Median in external Lower Quartile in external Zero score in external

Typical Group Raw Score (0-100) Examination (0-120) External Score (0-100) Moderated Score 100MAXIMUM UPPER QT MEDIAN LOWER QT Raw Score (0-100) Examination (0-120) External Score (0-100) Moderated Score 10095MAXIMUM UPPER QT MEDIAN LOWER QT Raw Score (0-100) Examination (0-120) External Score (0-100) Moderated Score MAXIMUM UPPER QT MEDIAN LOWER QT Raw Score (0-100) Examination (0-120) External Score (0-100) Moderated Score MAXIMUM UPPER QT MEDIAN LOWER QT

Capable Student in a Lower Performing Class RS (0-100) EXAM (0-120) EXT (0-100) MOD (0-100) 93 MAXIMUM MEDIAN RS (0-100) EXAM (0-120) EXT (0-100) MOD (0-100) MAXIMUM MEDIAN RS (0-100) EXAM (0-120) EXT (0-100) MOD (0-100) MAXIMUM MEDIAN RS (0-100) EXAM (0-120) EXT (0-100) MOD (0-100) MAXIMUM MEDIAN

Tie at the Top CRSEXAMEXTMOD CRSEXAMEXTMOD CRSEXAMEXTMOD CRSEXAMEXTMOD CRSEXAMEXTMOD CRSEXAMEXTMOD RSEXAMEXTMOD CRSEXAMEXTMOD CRSEXAMEXTMOD

Ranked Scores Report Schools with multiple classes undertaking the same VCE Unit 3/4 sequence, now have an additional resource available via a VASS report. This may be accessed via the following menu path:  Results Admin  VCE Reports  School Scores  By School (Ranked) The report will allow the teachers to compare the GA scores in a ranked format across the school.

Partnerships and Statistical Moderation  Statistical Moderation works most effectively with groups larger than 5  The VCAA requires that schools form partnerships  Schools who find it difficult to find a partner for any reason; lack of time / lack of access / lack of willingness can be reassured that the statistical moderation process is run as usual with the addition of precautionary checks

VET and Statistical Moderation  The moderation group for VCE VET coursework scores is the RTO that has delivered the program for a group of students.  The group may be all the schools auspiced by the RTO

Important Points to Remember about Statistical Moderation  Required so that school assessment can be used fairly as part of VCE assessment  Any adjustment to a student’s school-based assessment is made solely on the basis of the relationship between the groups school-based assessment and external scores for the group.  Does not change the rank order of students as determined by the school  Not influenced by students with negative anomalous results as they are excluded from the moderation process before moderation formulas are calculated  Students whose scores are excluded have their scores moderated using the formulas calculated for the rest of the group Statistical Moderation

Statistical Moderation Report

If the Initial Coursework average score is higher than the Moderated Coursework average score then: School’s assessment scale is less challenging than State Scale VCE EARS – Statistical Moderation

If the Initial Coursework average score is lower than the Moderated Coursework average score then: School’s assessment scale is more challenging than State Scale VCE EARS – Statistical Moderation

What is the purpose of this report? To provide awareness of the mapping of a schools school based assessment scale onto the state-wide scale. Is there an ideal look for this report? Generally schools should be within or close to the diagonal gold bands range, but not necessarily aiming for a perfectly straight line through the diagonal. This is because school based assessment is not meant to be a replication of external assessments. Schools need to work with their student cohort in the setting of tasks and in marking, such to engage lower ability students while also challenging/ discriminating higher ability students.

Study Score Calculation To be eligible for a study score a student must achieve ‘S’ results for units 3&4 in the one year, unless granted Interrupted Studies status. Achieve two or more GA results in the study A study score is calculated using the students’ final numeric score in each GA with each GA contributing a specified percentage Number between 0-50 with mean 30 and standard deviation 7 Study scores are distributed according to the properties of a normal distribution curve

Study Score Calculation

 Calculate  Subtract  Divide  Multiply  Add

Study Score Example 1 MAX. SCOREWEIGHTINGMEAN STANDARD DEVIATION A+ GRADE SCALE GA % – 100 GA % – 100 GA % – 120 STUDENT ASCOREGRADE STANDARDISED SCORE WEIGHTED SCORE GA1 100A GA2 100A GA3 106A = 47 STUDENT BSCOREGRADE STANDARDISED SCORE WEIGHTED SCORE GA1 84A GA2 90A GA3 95A = 40

Study Score Example 2 MAX. SCOREWEIGHTINGMEAN STANDARD DEVIATION A+ GRADE SCALE GA % GA % – 100 GA % STUDENT CSCOREGRADE STANDARDISED SCORE WEIGHTED SCORE GA1 96A GA2 98A GA3 92A = 42 STUDENT DSCOREGRADE STANDARDISED SCORE WEIGHTED SCORE GA1 84A GA2 90A GA3 95A = 40

Distribution of Study Scores as a % Approximate proportion of students who achieve a study score on or above the stated values. STUDY SCOREON/ABOVEENGLISH 42,000 students THEATRE STUDIES 1,000 students 500.3% % % %10, %22, %32, %39,

Things to Remember  Indicates how the student performed against all other students who did the study in that year.  Calculated using the numeric results for the GA not the grade.  Moderated coursework scores are used when calculating study scores to ensure fairness.  A strong performance on one GA and a weak performance in another GA will not necessarily result in a high study score  Studies where there are less than 250 students are reviewed each year by a Study Score Review Panel.

Contact Details Student Records and Results