VCAA VCE VET Scored Assessment Workshop 6 – 21 March 2017

VCAA VCE VET Scored Assessment Workshop 6 – 21 March 2017

2017 Scored Assessment Workshop
9.00 am Registration 9.30 am Introduction : Overview Activity - Introduction New Assessment Requirements VET Development Centre 10.45 am Morning tea 11.00 am Scored Assessment Task Design Activity – Planning Assessment 11.45 am Task Type Review Activity - Review of Task Types Resources 12.45 pm Lunch 1.15 pm State Reviewer Session 3.00 pm Close

Keeping up with changes at the VCAA (VCE, VCAL and VET): Subscribe to the VCAA Bulletin Online

VET Delivered to Secondary Students
Background VET Delivered to Secondary Students

2016 VET Statewide Workshops
IRC Industry Reference Committees VTAC STUDENT VCAA School RTO VASS SSO Service Skills Organisations LLEN Regulator VRQA or ASQA ISV CEO DET VRQA – Compliance for Apprenticeships and Traineeships CMM Higher Education and Skills Group Schools IAG Victorian Skills Commissioner

National Training Framework
2016 VET Statewide Workshops 16/11/2016 National Training Framework Compliance and Quality Assurance Victorian Registrations and Qualifications Authority (VRQA) – Australian Quality Training Framework (AQTF) or Australian Skills Quality Authority (ASQA) – National Standards This slide illustrates the VET framework that we operate in. In 2015 we have seen significant changes within these arrangement: New arrangements for training products developments – ie how training packages are developed and endorsed New formats for training packages New standards for RTOs operating under ASQA Australian Quality Training Framework provides the basis for a nationally consistent, high quality vocational education and training system Nationally recognised qualification Training package or State accredited curriculum VET in Senior Secondary Certificates (VCE and VCAL) Other VET Certificate: Block Credit (VASS code: VFE) Approved School Based Apprenticeships & Traineeships (VASS code: NAP) VCE VET (VASS code: VES) Scored VCE VET 3–4 sequence Course work Exam

Industry led Training System
Real workplace situations Skills needed for work Industry realistic timeframes Training Product Outcome focused Designed to meet industry needs Articulates skills and knowledge needed Local Context Resources match industry expectations Assessment provides rigor Competency = ability

Victorian Industry Engagement Framework
Victorian Skills Commissioner Industry Advisory Groups (IAGs) 10 new IAGs have been established covering industries ranging from construction and health, to resources and manufacturing. They will consist of representatives of industry, unions and employers. IAGs will provide advice to the Victorian Skills Commissioner on matters including skill demand pressures and future industry skills needs.

Industry Advisory Groups
2016 VET Statewide Workshops 16/11/2016 Industry Advisory Groups Construction: Construction Technologies and Civil Construction; Resources, Forestry, Paper and Pulp; Business Services, Financial Services, Professional Services, Property Services, Education, IT, Printing and Graphic Arts, Cultural and related industries; Primary industries: Agriculture and Rural Production, Food and Fibre, Horticulture, Animal Care and Management, Racing, Conservation and Land Management, and Seafood and Aquaculture; Manufacturing, Engineering and Automotive (including Aerospace, Medical Technology, Pharmaceuticals, Transport Technology, Defence Technology, Furnishing, Textiles, Clothing and Footwear); Electro technology, Electricity Generation and Supply, Gas Supply and New Energy Technology; Transport and Logistics: Aviation, Road Transport, Rail, Maritime, Ports and Warehousing; Community Services and Health Services; Services (Retail, Tourism, Travel, Personal Services, Sport, Fitness & Recreation) Public Safety, Public Sector, Corrections, Water and Local Government. * Bold represents Government’s priority sectors

A national framework for Vocational Learning and VET delivered to secondary students
Assessment tools and resources to support the framework will be developed by the Federal Department of Education and Training VET delivered to secondary students is nationally recognised, is the same as VET delivered in non-school settings, and held to same quality standards.

New arrangements for training product development
The AISC is the body responsible for overseeing the national training system. It will: Advise on VET quality (RTO standards and training package standards) Endorse training packages approve IRCs and the scope of their work Allocate work to the SSOs Consider the need for support training products The AISC will report to the COAG Industry and Skills Council Industry Reference Committees are groups of industry professionals with demonstrated experience, skills and knowledge to represent the issues of their sector. IRCs provide the forum for industry engagement, for feedback on industry trends and a conduit for promoting VET. Committee membership to be approved by AISC. IRCs will be set up on a needs basis. Membership must: represent a significant proportion of the industry sector or sub-sector have a demonstrated knowledge of training in their sector represent the national needs of the industry concerned include employers or access to employer views have a turnover to promote fresh perspectives. IRCs will be responsible for: gathering industry intelligence to inform training product development preparing the business case to support major change or renewal of training products oversight and product development preparation of support materials and services to support roll out to the training sector The SSOs will be entities with professional boards, to provide technical and operational support to the IRCs assigned to them. They must have a demonstrated capacity to engage with industry bodies but do not need to represent or be drawn from industry. They will have excellent skills in supportive engagement; extensive understanding of National Training policies and competency based training; capacity to access services for the development of training products; innovative approaches to engagement with industry. SSOs will not have a specific or equal number of IRCs but will be determined by need. Skills Service Organisations Industry Reference Committees

Service Skills Organisations
Skills IQ Artibus Skills Impact PWC’s Skills for Australia Australian Industry Standards Inovation and Business Skills Australia Announced 27 January by Minister for Vocational Education and Skills, the outcome of an EoI process

16/11/2016 Standards for RTOs Target Areas The ASQA’s target areas over the next 12 months are: Learner protection Amount of training Capability of trainers and assessors Strategic Reviews eg: Security Program Training Equine Training Aged and Community Care Training Development of Fact sheets eg: Conducting Validation Amount of training (Volume of learning) Marketing & Advertising Third Party Informing other areas of the VET Sector eg: New Audit Model Strategic Reviews: Security Training Equine Training Aged and Community Care Training Early Childhood Education and Care

New Standards for Training Packages
Ensure TP are high quality and meet the workforce development needs of industry, enterprises and individuals. Standards apply to the design and development of TP for endorsement by the AISC. Further information:

New Standards for Training Packages
Training packages must now meet the new Standards for Training Packages. All training packages must comply with the Standards by 31 December 2015. Note: A number of training packages have not yet been endorsed by the AISC, so there is some delay in implementation New format for Units of Competency (UoCs) Assessment Requirements for each UoC will be contained in a separate document

Volume of Learning Volume of learning is a mandated component of the AQF qualification specifications. The volume of learning includes more than ‘delivery’ and is therefore different to ‘nominal hours’. These activities may include some or all of the following: guided learning (such as classes, lectures, tutorials, on-line study or self-paced study guides) individual study research learning activities in the workplace assessment activities. Certificate II is typically year (full time) Certificate III is typically 1-2 years (full time)

Companion Volumes Implementation Advice Advice regarding delivery to secondary students Other resources & mapping

VET delivered to Secondary Students
VCE VET programs 23 Industry areas, 40 qualifications Block Credit Recognition Any other VET undertaken by VCE or VCAL students may contribute, subject to VCAA policies on hours and level of training Apprenticeships and Traineeships School based and part time, recognition is based on points 1 & 2.

Impact on the development of VCE VET programs
Development of the Training Package # Australian Industry and Skill Committee and Victorian Industry Bodies Development of the Victorian Purchasing Guide (VPG)* Curriculum Maintenance Manager and Higher Education and Skills Group (DET) develop the nominal hours for training packages # ASQA transition arrangements required RTOs to have finalised the delivery of a superseded qualification Within 12 months it being replaced on training.gov.au VCE VET Program Reference Group Managed by the VCAA VET Unit *The VPG can’t be developed until the Training package is endorsed Revised VCE VET Program

Assessment Requirements
Overview Assessment Requirements

How much do you know?

2017 Reform of VET policy and provision
Funding of VET for government school students (DET) School / Industry Engagement / Careers (DET) Building Capacity of VET Teachers (DET) Driving quality and appropriateness of VET (VCAA) Cross Agency SBAT Working Group Formal Recognition of Workplace Learning (VCAA)

Scored Program Changes 2017
2016 VET Statewide Workshops Scored Program Changes 2017

Revised programs Due to new training packages and accredited courses
2016 VET Statewide Workshops Revised programs Due to new training packages and accredited courses Units 1 – 4 implemented in 2017 VCE VET Creative and Digital Media VCE VET Hospitality VCE VET Laboratory Skills VCE VET Music Industry VCE VET Sport and Recreation All enrolments in 2017 are in the new qualifications

Existing programs Due to new training packages and accredited courses
2016 VET Statewide Workshops Existing programs Due to new training packages and accredited courses Units 3 and 4 implemented from 2017 VCE VET Community Services VCE VET Integrated Technologies New units of competency for the VCE VET Units 3+4 Units 1 and 2 implemented from 2017 VCE VET Furnishing Current students continue in old program New students enrol in the new qualifications

Statistical Moderation
2016 VET Statewide Workshops Statistical Moderation Changes for VCE VET Scored programs From 2017 the moderation group will be based on the assessing school. The assessing group may be the RTO, the home school or another educational provider in the case of a school cluster group. VASS changes to allow schools to not only select the RTO but also identify the assessing group. Where the selection of the assessing group creates a small group of less than 5 students there is an expectation that a small group partnership would be entered into. If this is not possible an application for exemption would be made and granted. The small group would then be part of the existing QA process associated with statistical moderation. This process assists in the identification of anomalies and ensures students are not disadvantaged by the application of a statistical process to a small cohort.

Trainer and Assessor Requirements

Maintain your own Trainer/Assessor matrix document aligned
Training Qualification TAE40110 Certificate IV in Training and Assessment. (or its successor) Qualification in adult education at a diploma or higher level. Vocational Competency Competency to at least the level you are delivering. Specific industry requirements based on qualification or UoC. Industry Currency Current industry skills directly relevant to the training and assessment being provided Real industry experience. VET PD Ongoing professional development to maintain knowledge of the VET sector that informs training and assessment practice You must satisfy all four requirements and have evidence to support this. Maintain your own Trainer/Assessor matrix document aligned to the UoCs you are delivering.

Industry currency and Assessor requirements
2016 VET Statewide Workshops 16/11/2016 Industry currency and Assessor requirements Assessor requirements over and above the AQTF/Standards for RTOs 2015 requirements in specific individual Units of Competency. Assessor Requirements for: HLT, Allied Health UoCs (HLTAIN001) SIT, Hospitality and Commercial Cookery UoCs. (SITHFAB007) SHB, Hairdressing and Beauty Services UoCs (SHBHDES001) Partnering with Industry enhances currency – e.g. Automotive and VACC Teacher release Refer to Booklet: HLT- HLTAIN001 Assist with nursing care in an acute care environment. Assessors must be a registered nurse with current registration with the Australian Health Practitioner Regulatory Authority (AHPRA). SIT - SITHFAB007 - Serve food and beverage Assessors must have worked in industry for at least three years where they have applied the skills and knowledge of this unit of competency. SHB - SHBHDES001 - Dry hair to shape hold a Certificate III in Hairdressing, or a Certificate III in Barbering, or a Certificate IV in Hairdressing, or be able to demonstrate equivalence of competencies; and have at least three years full time employment experience as a hairdresser in a salon environment where they have applied the skills and knowledge covered in this unit of competency to assess this unit as part of a hairdressing qualification ; this cannot include any indentured traineeship or apprenticeship period;

Standards for RTOS 2015 : Clauses 1.13 – 1.16
Employ skilled trainers and assessors

TAE update TAE Certificate IV in Training and Assessment 10 Units - 9 core plus 1 elective TAEASS502 and TAELLN411 in core units Endorsed 6th April 2016 Currently 2 providers are registered to deliver. No decision has been made on the current VET workforce requirements and such a decision would require changes to the Standards for RTOs 2015. Currently under review and a new release expected.

Victorian Institute of Teaching
2016 VET Statewide Workshops 16/11/2016 Victorian Institute of Teaching VIT has conducted a review of their Permission to Teach (PTT) policy. A number of issues relating the VET delivery within the PTT policy have been considered by the VIT Council. The outcome of this review is currently pending. All Trainers/Teachers must meet the Standards for RTOs (Clauses 1.13 – 1.16) to deliver and assess any VET product. Clarification has been provided for VET trainers: If you are a VET trainer applying for a second or subsequent PTT period, you are now exempt from attaining an approved teacher qualification. However, you will need to show evidence of ongoing industry engagement. Permission to Teach Policy 28 key issues regarding Permission to Teach were identified in the review. These issues have been considered by the VIT Council and a revised policy is has been drafted, approved by the VIT council and waiting for Ministerial approval. Note: timelines cannot be locked down as some proposals may require legislative change

New assessment requirements

The design of “new” style units
Unit of Competency Assessment Requirements Code, Title, Application, etc Knowledge Evidence Foundation Skills - all UoCs include Foundation Skills almost everything we do at work has something to do with learning, reading, writing, oral communication and numeracy. It might be having a conversation with a client or a colleague, completing an observation record, working to a schedule or reading workplace health and safety information. Almost everything is underpinned by foundation skills. Range of Conditions – Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment. E.g. Furnishing UoCs Elements Performance Evidence Performance Criteria Foundation Skills Assessment Conditions Range of Conditions (optional)

The design of “old” style units
Unit of Competency Evidence Guide Code, Title, Application Critical Aspects Foundation Skills - all UoCs include Foundation Skills almost everything we do at work has something to do with learning, reading, writing, oral communication and numeracy. It might be having a conversation with a client or a colleague, completing an observation record, working to a schedule or reading workplace health and safety information. Almost everything is underpinned by foundation skills. Range of Conditions – Specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included. Range is restricted to essential operating conditions and any other variables essential to the work environment. E.g. Furnishing UoCs Context Elements Performance Criteria Method of Assessment Required Skills Range Statement Required Knowledge

Assessment requirements of UoCs
Performance Evidence describes the volume and frequency of assessment E.G: plan, conduct and adjust at least ten sport, fitness or recreation programs Knowledge Evidence relates directly to the unit of competency specifically addresses knowledge requirements of the elements and performance criteria Assessment Conditions details the what, where and by whom, and specifies whether assessment takes place within the workplace or a simulated environment specifications for simulated assessment and scenarios for relevant units of competency

What is assessment in VET?

Assessment Competency Dimensions of Competency
Principles of Assessment Rules of Evidence Competency Dimensions of Competency Principles of Assessment Rules of Evidence

Dimensions of competency
TASK SKILLS task management skills job/role environment skills contingency management skills transferability

Principles of Assessment
Fairness Flexibility Validity Reliability The individual learner’s needs are considered in the assessment process. Where appropriate, reasonable adjustments are applied by the RTO to take into account the individual learner’s needs. The RTO informs the learner about the assessment process, and provides the learner with the opportunity to challenge the result of the assessment and be reassessed if necessary. Assessment is flexible to the individual learner by: reflecting the learner’s needs; assessing competencies held by the learner no matter how or where they have been acquired; and drawing from a range of assessment methods and using those that are appropriate to the context, the unit of competency and associated assessment requirements, and the individual. Any assessment decision of the RTO is justified, based on the evidence of performance of the individual learner. Validity requires: assessment against the unit(s) of competency and the associated assessment requirements covers the broad range of skills and knowledge that are essential to competent performance; assessment of knowledge and skills is integrated with their practical application; assessment to be based on evidence that demonstrates that a learner could demonstrate these skills and knowledge in other similar situations; and judgement of competence is based on evidence of learner performance that is aligned to the unit/s of competency and associated assessment requirements. Evidence presented for assessment is consistently interpreted and assessment results are comparable irrespective of the assessor conducting the assessment.

Rules of Evidence Validity Sufficiency Authenticity Currency
The assessor is assured that the learner has the skills, knowledge and attributes as described in the module or unit of competency and associated assessment requirements. The assessor is assured that the quality, quantity and relevance of the assessment evidence enables a judgement to be made of a learner’s competency. The assessor is assured that the evidence presented for assessment is the learner’s own work. The assessor is assured that the assessment evidence demonstrates current competency. This requires the assessment evidence to be from the present or the very recent past.

Coursework Tasks

Coursework 3 x Tasks Covers all UoCs Assessment Plan School Assessed Exam Specifications Based on compulsory UoCs Oct/Nov Externally Assessed

Course Work Tasks Should be industry based
Get students doing = hands on activities Practical activities Make it real – Industry context Work Performance – Observations Portfolio – Range of Evidence / Activities Product – event / object or visual presentation Work Project – Research / Investigation

Industry Assessment Does the assessment allow the learner to:
deal with typical customers, including difficult customers and diverse types of customers? use facilities, equipment and materials that meet current industry standards? plan and prioritise multiple tasks to meet deadlines? experience the typical workflow for the industry? require adherence to service standards, workplace procedures, health and safety requirements? work with others as part of a team? consider constraints and pressures met in the workplace, e.g. budget, time, availability of resources? Assessment activities must be realistic and reasonable in terms of scale. Assessment conducted under simulated conditions should reflect those typically found in the workplace.

Workplace simulation criteria
In conducting training and assessment in a simulated workplace environment, the simulated environment gives the learner the opportunity to meet the following critical criteria: Quality – The work is of the standard required for entry into the industry. Productivity – The work is performed within a timeframe appropriate for entry to the industry. Safety – The work is performed in a manner that meets industry safety standards. Where simulations meet these criteria, you can be confident that learners are ‘work ready.

Tasks Cover Entire UoC An assessment task must cover all elements (every part / all requirements) within the relevant unit or units of competence assigned to it. A unit of competence cannot be assigned to more than one assessment task and the assessment of the unit of competence may not be split between tasks.

Assessing the entire UoC
Assessment must cover the full unit of competency and meet the Assessment Requirements. Elements, Performance Criteria, Performance and Knowledge Evidence, Conditions of Assessment or (Required Skills and Knowledge or Essential Skills and Knowledge and Critical Aspects of Assessment) Plan and map early rather than later to ensure all requirements are covered. FURNISHING – MSFFM2002 (Core) Performance Evidence: Assemble at least four (4) furnishing components from the list in the Range Statement DANCE – CUADAN305 Increase depth of jazz dance technique (Elective) Performance Evidence: improve jazz dance technique over a six to twelve-month period COMMUNITY SERVICES CHCECE011 Provide experiences to support children's play and learning (Elective) Performance Evidence: Set up a safe environment on at least three occasions (including at least one indoor and one outdoor) VCE VET MUSIC CUSMPF406A Perform music as a soloist (Elective) (Critical Aspects of Assessment) - perform proficiently as a soloist before an audience on at least three occasions CUSMPF404A Perform music as part of a group (Elective) (Critical Aspects of Assessment) perform proficiently as a member of a group before an audience on at least three occasions

Morning Tea

Scored Assessment

Integrating scored assessment
The assessment of the student’s level of performance on the tasks completed during the Units 3 and 4 sequence does not replace the competency-based assessment, but is integrated with the usual assessment process through a series of coursework tasks.

The assessment of student performance in the training program continues to be competency-based.
A student who is not assessed competent in all units of competence in the selected program will not be eligible to receive a study score, as the study score is subject to satisfactory completion of the Units 3 and 4 sequence. This does not mean you need to complete competency assessment first.

Task result process ASSESSMENT TASK NOT COMPETENT COMPETENT
Covers entire UoC(s) NOT COMPETENT “0” for any requirement COMPETENT Minimum of “1” for each criteria NOT ELIGIBLE FOR A SCORE not assessed competent = not be eligible to receive a study score Score out of 25 Ranks students level of performance

One Assessment Regime Schools and their RTO partners are not expected to implement two distinct assessment regimes – one for those students who wish to receive a study score and one for those who do not. It is expected that the assessor will plan and implement a single assessment scheme for all students, making assessment of the achievement of competence and a study score available to all.

Task Deadlines Late Submission Re-Submission
School / Teacher / Assessor sets the assessment task completion date Ensure students are ready for assessment Late Submission If an assessment task is not submitted by the deadline then record ‘NA’ for that task the task will make no contribution to the student’s coursework score. Re-Submission assessed ‘Not Yet Competent’ may be allowed to re-submit a task Maximum coursework score (5) recorded for that task

Contextualising Criteria
The score is based on a set of criteria applied to the assessment tasks The criteria may be used as a tool for student self-assessment of progress Contextualise to your task(s) but cannot change intention of the descriptors Inform students what they have to do to gain a 5 for each criterion Rating scale of 1–5 for each criterion

Overview of Task Types

Work Performance – minimum of 2 occasions in 2 different contexts
Product Work project Portfolio – must have between 3-5 activities and at least two different types of assessments Plan A practical activity recorded on an observation checklist Production of the item/s, presentation or event A practical activity recorded on an observation checklist Questions Questions Questions on evaluation, problem solving and req knowledge A verbal, written or visual report based on an investigation, problem solving, planning or research Activity 1 Activity 2 Activity 3 Activity 4 - optional Activity 5 - optional

Activity Planning Assessment
Use the Assessment Requirements Grid document Highlight key descriptive words that inform assessment types Determine the sources of evidence that will meet the requirements outlined What evidence would you collect? What task type might that fit? What could work together? Taking the Next Step Scan the full unit of competency Complete the Planning and Mapping document

Highlight key word requirements
What type of activity? How would you assess this?

Planning and Mapping Read through the entire unit of competency
Discuss options for delivery and determine the best methods for assessing competency Grouping units together that have similar assessment requirements Map your activities against the UoC requirements Remember all UoC requirements must be covered in the task

Sample Planning and Mapping Document

TASK DESIGN

Coursework Based on a selection from four generic task types
Work Performance Work Project Product Portfolio Task types identified as most commonly used by RTOs As a set, the tasks cover all units of competency undertaken in the 3-4 sequence Maximum flexibility of scheduling – Assessment Plans able to be loaded/amended up until 7th August 2017

Rules for Task Selection
Use at least two of the task types You can have two of the same task type, but not all three tasks can be the same task type Aim at an even spread of hours across the units of competency, where possible Units of competency can’t be split across task Separate evidence is required for each task Students must submit their own material

Task Type Checklist

Review of Tasks Types

Continuous improvement of Assessment Task Types
Facts about Task Types: (Based on Audited Tasks in 2016) 49% use Portfolio tasks 25% use Work performance 19% use Product 7% use Work Project What needs to be adapted? Does the task type allow for assessment of performance evidence? What would you like to see changed or improved?

Activity : Review of Task Types
Portfolio How could the task design be improved? Can you suggest any changes? What rule changes could be implemented? How can tasks allow performance evidence to be collected? General ideas that would enhance task types. Work Performance Product Work Project

Resources to support scored assessment

Assessment Requirements
What do you need? TGA Training Package UoC Assessment Requirements VCAA PROGRAM Program Extract Program Summary VCAA Bulletin SUPPORT Assessment Guide Assessment Plan Frameworks

VCAA Resources for scored assessment
VCE VET Assessment Guide Contains an overview of study score assessment, the process of integrating study scores with competency based assessment, assessment of coursework tasks, generic templates and scoring criteria. Frameworks for Task Types Provides a guide on the fundamental information required to complete each of the four task types available for assessment of scored VCE VET programs

VCAA Program Publications
Program Extract Summary of the program, produced for new and revised VCE VET Programs. Program Booklet Provides specific advice on the VCE VET Program. Program Summary Contains the structure of the program, identifies changes to Units of Competency.

Assessment Plan For a blank template go to the VCE VET program specific page on the VCAA website:

Exam Specifications and Reports
Prepare students for the Exam! Specs detail what will be covered in the Exam Report from the Chief Assessor regarding previous exams Past exam papers and/or sample questions If it appears in the UoC it may be on the exam

Checking the Release Number of Units
Release number as per Program Booklet - Extract

Check TGA for release number
Companion volumes link

Unit Details Release Number training.gov.au

VCAA Coursework Audits conducted for QA purposes
Quality Assurance VCAA Coursework Audits conducted for QA purposes Designed to support teachers of scored Units 3 and 4 sequences. To ensure the requirements as outlined in the VCE VET Assessment Guide have been followed Occur annually Schools are randomly selected All communication is conducted through the home school VCAA are here to help you in your task development 2017 focus on new program task design

Commercially available assessment material
It is the responsibility of the school to ensure that tasks meet the VCAA requirements for scored assessment. VCAA does not endorse any commercially available product. Check the mapping to ensure all the UoC requirements are covered. Follow VCAA task rules when designing tasks.

VASS Dates 2017 Date Notes Enrolment 2 – Monday, 1 May
Final date for enrolment in scored VCE VET Unit 3 & 4 VET Funding data extracted Enrolment 3 – Monday, 24 July Cannot withdraw UoCs from VCE VET scored Units 3-4 after this date Enrolment 4 – Friday, 18 August VCE VET Assessment plans due No further changes to RTO details Indicative Grades for Performance Examinations - Monday, 18 September Applicable for VCE VET Dance and VCE VET Music Indicative Grades – Monday, 23 October For all other VCE VET examinations Enrolment 5 – Monday, 13 November Final date for VET enrolments, results and coursework scores Note: VCE VET Unit 1-2, or unscored Unit 3 -4, or VFE and NAP enrolments may be added/amended until Enrolment 5

Indicative Grades What is it:
the school’s prediction of a student’s actual level of achievement on the examination. A letter grade from A+ to E/ or NA (not assessed); note that plus (+) can be used, but minus (–) is not available for input. Purpose: used in quality assurance procedures for marking the external assessments. assists in identifying possible anomalous marking of individual student responses. used in the calculation of the Derived Examination Score (DES). More information on strategies used by schools:

Become an Assessor Suitably qualified, experience teaching VCE VET Units 3 and 4 Apply online: For more information go to SSMS, see Why become a VCE Assessor page. For more information contact: (03) or

Workplace or Industry exposure
2016 VET Statewide Workshops Workplace or Industry exposure 16/11/2016 Workplace visits hosted by employers or unions

VCE VET Music and VCE VET Dance
Season of Excellence VCE VET Music and VCE VET Dance VCE VET CDM

The VCAA website has a dedicated section to VET Keeping up with changes at the VCAA (VCE, VCAL and VET): Subscribe to the VCAA Bulletin Online

VCAA VET Web Pages

VET Unit telephone numbers Daryl Sutton, VET Manager Danielle McAuliffe, Program Manager Mark Pullin, Program Manager Chay Granger, Senior Program Officer © Copyright Showeet.com Our Team VET unit © Victorian Curriculum and Assessment Authority 2017 The copyright in this PowerPoint presentation is owned by the Victorian Curriculum and Assessment Authority or in the case of some materials, by third parties. No part may be reproduced by any process except in accordance with the provisions of the Copyright Act 1968 or with permission from the Copyright Officer at the Victorian Curriculum and Assessment Authority.

VCAA VCE VET Scored Assessment Workshop 6 – 21 March 2017

Similar presentations

Presentation on theme: "VCAA VCE VET Scored Assessment Workshop 6 – 21 March 2017"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

VCAA VCE VET Scored Assessment Workshop 6 – 21 March 2017

Similar presentations

Presentation on theme: "VCAA VCE VET Scored Assessment Workshop 6 – 21 March 2017"— Presentation transcript:

Similar presentations

About project

Feedback