1. SACE Management Conference
August 2016
Before introductions, show the following image <next>

2. Presenter: Ask a question or two, involve audience . . .
e.g.
Does this look familiar to anyone?
What are these people doing?
When do you think this picture was taken?
(If you know someone in the audience and have a good relationship with them, you could ask “Is that you?”)
Students in Advertiser Lane, Adelaide in 1961, read their 1960 examination results as the paper comes off the presses. <Photograph courtesy of the Advertiser>

3. What is happening here?
Results release a few weeks after final examinations are complete
Online at 8.30am of results release day
Don’t need to wait for Advertiser to be printed or the mail to be delivered.
It’s pretty easy to see that a lot has changed in regards to results release in the last 50 or so years.
What hasn’t changed? Students having the right to receive fair, valid and reliable results.
This is where you come in HOW SUCCESSFUL WAS YOUR SCHOOL’S RESULTS RELEASE LAST YEAR?
The answer to this will depend on who you ask. What would the following people say?
Principal
SACE coordinator
Teachers
Students
Parents
SACE Board?
There are a range of different perspectives, which must be taken into account, but the most important person is the student.
INTRODUCE – presenter & co-presenter
Agenda
As always the focus of today’s session is the student - and the ways in which schools and the SACE Board work together to ensure a successful outcome for each student on the day of results release in December.
We will also elaborate upon the information that has been released about SACE modernisation and give you an opportunity to discuss your views.
As always, there will also be updates at the end of this session.

4. Continuous improvement
Data
2015 Results Cycle Issues
2015 Results Enquiry Line Calls
Sem 1, 2016 Exceptional Circumstances & External Assessment Materials Issues
We know that, like us, school leaders reflect on the effectiveness of their processes after each results cycle, seeking to continuously improve the ways in which the integrity of students’ results are monitored and managed.
We also know that despite our best efforts sometimes things do not go as we would wish them to. In the past we have highlighted some of the general issues that occur during the results cycle. We thought it may support you to identify issues that could potentially arise during this year’s end of year results cycle if we provided you with an opportunity to consider the sorts of issues that have been relevant to your school and your students in the past year. Today we have provided you with data sets that includes any:
2015 Results Cycle Issues recorded for your school
2015 Results Enquiry Line Calls received in relation to students from your school
2016, Sem 1 Research Project Exceptional Circumstances & External Assessment Materials Issues recorded for your school
It is important to recognise that these data are issues reports and therefore do not indicate the number of enrolments, results and submissions of evidence that were received without issue. So if there are no data sets provided for your school it means that no results cycle issues have come through to the SACE Board in the last year for your school, congratulations!
Let’s look at what the data sets are showing:
2015 Results Cycle Issues – Moderation and Marking
For the purposes of making sure we follow up on each issue raised during the results cycle the SACE Board records issues that involve, for example, late submission of results or materials, requests to change student results after submission, withdrawal of enrolments after results submitted.
2015 Results Enquiry Line Calls
The types of calls we receive include about results release from student, teachers and parents are logged in our results enquiry system.
The majority of calls are non-specific. That is we are asked generalised questions about SACE marking, moderation and SATAC scaling.
The other calls are specific to individual students these include queries about specific subject results, address changes, VET results.
Semester 1, 2016 Research Project - Exceptional Circumstances . For example, late submission of results or materials, requests to change student results after submission, withdrawal of enrolments after results submitted.
Semester 1, 2016 External Assessment Materials Issues
The types of issues that occur in relation to the submission of externally assessed investigations including packing errors, missing or incorrectly labelled work.

5. Reflection Consider : the one-off issues that are unlikely to reoccur
the issues that may reoccur in the coming semester
how these issues might be managed to reduce the likelihood of reoccurrence
Activity – Reflection – 5 Minutes
We recognise that some of these issues are due to truly exceptional circumstances but that some may have been avoided. Please take some time to review any data provided for your school and consider :
the one-off issues that are unlikely to reoccur
the issues that may reoccur in the coming semester
how these issues might be managed to reduce the likelihood of reoccurrence - this may include considering how to manage individual staff.

6. RESULTS RELEASE
This is what we want our students to feel about their results, however . . .
there are recurring issues with VET resulting, external assessment and school assessment that could impact on student results.
We are not in the space of blaming anyone but wish to raise your awareness of some of the commonly occurring “situations” so you can consider their potential impact.

7. VET School Assessment External Assessment
External Assessment issues include:
Submitting the wrong work for a particular student
Wrong SACE registration number on student work
Missing materials
The biggest VET issue that impacts on student results is the non-recognition of completed VET competencies. This could impact upon SACE completion.
Schools are also reminded to submit VET Verification so that Cert III and higher can contribute toward ATAR.
For school assessment, there are 3 recurring issues that present at Stage 2 moderation.:
Electronic materials that can’t be accessed at moderation
Grades on student work do not match those submitted by teachers on the online results sheets
Missing student work with no Variations – Moderation Materials form ((VMM)
ACTIVITY
We will ask each table to focus on one issue and consider the impact on student results, the impact upon the moderation process and to consider a proactive approach to prevent the issue.
Hand out 1xA3 per table. If large group, some issues to be investigated by multiple tables.
Report back for each of the three issues. Participants can record notes in their booklet.(p2).
When discussing the submission of electronic materials, refer to page 3 & 4. Highlight the importance of knowing the FORMATS, how to clearly IDENTIFY STUDENTS and CHECK that the materials can open on a different device to ensure accessibility.
The SACE Board works hard to ensure that these issues get resolved without impacting on student results. All issues presented at moderation don’t necessarily result in a phone call to the school as many issues get managed at moderation e.g. by using additional samples.
Some issues may go through unactioned as not all students’ work is provided in the sample. It is important that the school has prevention strategies in place to avoid these situations.

8. Variations to Moderation Materials
ACTIVITY
There can be occasions when student work that is selected in the moderation sample varies from the work of other students. The variations could be due to special provisions, breaches of rules, tasks that have been marked and lost or assessments that students have not completed.
It is the school’s responsibility to manage these situations.
For the fairest outcome at moderation, it is important that the variations are clearly identified.
In your booklet (p5), there are 4 scenarios that could result in possible variation(s) to assessment. Working in pairs or small groups, work your way through them to identify the possible variations to the school assessment that could be provided by the school, the impact on the student’s results (if any), and how this variation could be communicated on a VMM.
6 minutes to work on this.
6 minutes to share responses.
Direct participants to pages 6 – 11 for the VMM information sheet, Special Provisions – School Assessment Adjustments and annotated VMM. You may wish to share this with your staff.
Note the highlighted text - when applying special provisions to school assessed work. There must be sufficient evidence when making an assessment decision.
The exemplar matches the scenarios.

9. So far, we have investigated the ways schools can ensure that students receive the correct results.
But ….How are your potential SACE completers tracking? Who has been checking and monitoring completion in your school? Are there further options to support SACE completion for some students that need to be explored at this stage of the year??
Booklet pp
P 12 VET – Recognition Form
Is all the VET undertaken by students at your school recognised?
Consider students who may not have had VET recognised because it was surplus to SACE credits. They may need it.
Are students undertaking VET units in their own time? How will you find out?
What if they finish their VET during the school holidays? Do they know how to have the VET recognised (through the school or directly to the SACE Board).
P 13 &14 Credit for learning – Options
P 15 – 17 Tracking Schools Online report – revamped this year. There options, most crucial is Patter Not Met – Stage 2 (minimum 60 credits). Students who have a minimum of 60 Stage 2 credits, who have not yet met the SACE pattern. Check why.
P17 – looking for “YES” in each column

10. The role of Schools Online is becoming more and more pronounced for the management of SACE data, including data that a range of people at your school access.
Do you know the status of the four listed items on the screen?
You may wish to jot down notes on page 18 of the booklet.
Principal’s Delegate <show next slide>

11. Login to Schools Online>School>User/Teacher List
Principal’s Delegate
How many are nominated at your school? Has the list been recently updated?
Please review the number of principal’s delegates at your school. One school had 9, 5 of whom had left the school.
PDs have full access to viewing and changing all your school’s data and will have access to your school’s results and reports in December, even if they have left your school.
Good idea to check Login>School>User/Teacher List
No longer a PD? Please notify SACE Board via [cc: principal]
Password Resets
Teachers will need to access Schools Online to check their SACE classes and submit SACE results.
Have your teachers accessed Schools Online recently?
A majority of call to Schools Online support have been from teachers who request to have their passwords reset because:
Expired
Forgotten password
Forgotten answers to security questions
Principal’s delegates have the ability to reset passwords so teachers don’t need to call the SACE Board.
An effective strategy that you may wish to consider is to reset all passwords, so they are fresh in the teacher’s minds as we approach results submission. WARNING: Tell your teachers to go in to change the temporary password as it expires in 3 days. This will require a good communication strategy.

12. Stage 1 Classes
Once you are confident that all teachers can access their classes in Schools Online please ask them to check their Stage 1 classes.
There isn’t an external confirmation of enrolments from the SACE Board for Stage 1 enrolments as there is for Stage 2.
Ask your teachers to carefully check their subject enrolments, eligibility (Modified subjects, EAL/ESL, some language subjects), approved LAPs.
Page 19 of the booklet contains information on how to run eligibility reports for your school in Schools Online.
Schools can still amend Stage 1 enrolments and modified subjects enrolments until Monday 21 November  cut off date for Stage 1 and modified subjects enrolments.
No approved LAP? 3 options:
Submit to SACE Board by 23 September (Friday Week 9)
Return signed notification of amendment (if applicable)
Submit Form 26 for pre-approved LAPs (English and mathematics subjects)
Stage 1 online results sheets will not be generated for subjects that do not have an approved LAP. Results can’t be entered if student does not have eligibility.
Emergency Contact details <next slide>

13. Check Emergency Contact Details
The school should add mobile numbers of Principal and SACE coordinator. If the principal or SACE coordinator is incorrect – SACE Board with correct details.
If you need to change the name of the emergency contact for results release i.e. if principal and/or SACE coordinator not available during December/January, please the name and contact details to
<BREAK> 10 minutes
Check Emergency Contact Details
Add mobile number of Principal and SACE Coordinator
To amend Emergency Contact person (must be available during results release December and January)

14. In July this year, the SACE Board was fortunate to receive extra funding to Modernise the SACE. This has already been announced through:
Chief Executive letter to Principals
Leaders’ Forums
SACE website.
We will be modernising the SACE, to ensure it remains relevant, high quality, effective and internationally recognised in an ever-changing global context.
We will, over time, modernise all key functions and procedures including online provision of teacher support (‘clarifying forums’), online moderation and marking, and, ultimately, on-screen examinations from 2018.
At the same time, we will be streamlining administrative processes, so that teachers are able to spend more time with students, and the SACE Board can focus on better supporting schools and teachers.
These changes will be implemented over a 5 year period.

15. SACE Modernisation Roadmap
Subject Renewal – phased approach
Online Professional Learning – benchmarking 2017, clarifying 2018, further courses 2018-onward
Online Submission of materials – IT readiness trial mid 2017; for use with identified subjects in November 2017
Online Moderation – proposed to moderate one or more subjects online in November 2017
Online Marking – proposed to mark one or more subjects online in November 2017 Investigations – 2018 begin exam mark one ELS
On screen Examinations – proposed for English Literary Studies – November 2018, 8 other subjects in 2019
6 Key projects, not necessarily linear.
The projects are ongoing, occurring at the same time.

16. Communication, Consultation and Collaboration
The SACE Board recognises that the success of this modernisation program san only be achieved through collaboration with schools.
It is important that we work in partnership with you to understand issues from your perspective such as:
School readiness for the volume of change
Breadth of school capability – IT and infrastructure
Student readiness
Some aspects of SACE modernisation will mean significant change to core processes in schools and we know that , potentially, these might require multiple solutions to cater for the range of schools and the staggered implementation of some changes.
We have planned a fairly aggressive delivery schedule and know that some of you will have concerns that your school’s technology may not be at the level required.
Your role in working with us will be critical to the success of SACE modernisation.

17. Subject Renewal Quality Learning Engagement Innovation
Quality Assessment
Manageability
Subject Renewal will be ongoing
In order to maintain a high quality, engaging certificate, we need to maintain and renew the subjects offered within the SACE.
When renewing curriculum, the SACE Board places the learner at the centre.
Who will be learning this subject?
Why would they choose this subject?
Is this subject interesting?
Does the student have choices in what they will learn, how they learn it, and how they are assessed?
The SACE Board is looking to renew all subjects over a 5 year timeframe. The aim is to create dynamic curriculum and assessment which maintains the SACE at the leading edge of education within Australia and overseas.
The current work includes new Information Technology, PE, and Music curricula. Other subjects will start the renewal process next year.
The SACE is a truly international qualification , undertaken by students in SA, NT, Malaysia, China and from 2017, Vietnam. It is increasingly becoming a certificate of choice in the competitive education markets of Asia. In order to strengthen our certificate, we need quality curriculum and quality assessment.
The principles that are framing this process are to ensure:
That what our students learn is worthwhile, world-class, and prepares them for life, work, and further learning
That students are engaged in and motivated by what they learn, and that it is relevant to their interests and aspirations
That the subjects encourage students to be innovative, and also teachers to be innovative in how they design student learning and assessment
That a diversity of ways in which students provide evidence of their learning is reflected in the assessment design
That the learning and assessment workloads are manageable for students, and also for teachers and schools

18. Although we have a plan, this is draft and subject to change.
With curriculum renewal, we have various phases:
Writing (takes about 9 months)
Consulting (about 3 months)
Accreditation (formal approval through internal committees - ARCC and the Board)
Implementation (workshops, at least a term before the subject to be taught)
Introduction of the subject for teaching
Overall there is a 2-3 year timeframe, from the start of writing to teaching the Stage 2 subject, to ensure there is plenty of time for consultation and for teachers to prepare for teaching a renewed subject.

19. Professional Learning
Two ladies looking at computer
Professional Learning
With SACE modernisation, we are looking at changing how professional learning is delivered.
There are many activities that fall under the banner of professional learning-
IEA workshops
Stage 1 Planning forums
Stage 1 Clarifying
Teachers new to the SACE workshops
Implementation workshops (new subjects)
etc
The SACE Board is investigating ways to increase accessibility to professional learning opportunities for all teachers via an online platform. It is not envisaged that an online solution will replace opportunities for face to face meetings, as these too are also very important to teachers.

20. This is true…for only 20% of teachers
Online Professional Learning
Quality management involves activities before, during and following marking/moderation.
Online support, clarifying and benchmarking supports schools to equally access these quality management activities.
I want to use the biggest professional learning activity we do as an example- Stage 2 Clarifying.
At the moment, we offer Clarifying Forums for every Stage 2 subject- normally in Terms 1 and 2 of each year. We also offer clarifying support to teachers in Asia, and teachers in the Northern Territory.
There are approximately 8000 teachers of Stage 2 subjects. Currently, only 1500 attend face-to-face Clarifying Forums. As these workshops, which are critical to developing a deep understanding of standards with the relevant Stage 2 subject are face-to-face, they may not meet the needs of all teachers.
For example:
A teacher may not be able to book into a workshop at a time most suitable for them.
A teacher may not be able to attend a workshop at all due to the tyranny of distance, or time pressures at their school.
A teacher may miss an opportunity to attend a workshop as they have simply not known they are advertised, and have missed the opportunity
A teacher not wanting to miss lessons with their Year 12 classes
How can we best provide support to all teachers, for all subjects? Professional learning which can be regularly accessed by teachers anywhere, anytime.
This is true…for only 20% of teachers

21. How could it look?
We are looking to secure software later this year that will lead participants through modules of learning. The idea is that most professional learning could be undertaken by anyone anywhere on any device. Each module could focus on something specific.
Learning activities could be watching and reading material, making and reviewing assessment decisions, and having opportunities to be involved in online discussions with others.
The underlying principle is that the learning should be available to anyone at anytime.
The move to online PL won’t mean the end of face-to-face learning opportunities. We are not seeking to create and either/ or situation, rather we envisage a both/ and scenario. There are times when face-to-face learning and discussion is most appropriate but the introduction of an online PL platform will provide greater access and flexibility for engagement and means that face-to-face can be more targetted (i.e. provided as needed for the people and situations where it most appropriate)

22. Submission of Materials
White bag image
Online submission
You are probably familiar with this image! The white bags!
These are soon going to be a collector’s item.
The SACE Board is moving toward collecting evidence in a way that reflects the way that students produce evidence. If they produce it electronically, we want to collect it electronically. Some subjects are better suited to electronic submission than others.
The SACE Board will send out a survey to all teachers to find out how they are working with students and collecting evidence of learning. From this survey we will identify which subjects are best suited to online submission in the first instance and which subjects may take a little longer before materials can be submitted online.
Development of an application in Schools Online is underway. In mid-2017 there will be opportunities for teachers to work with the application in a test environment . At the end of next year, for at least one subject, teachers will submit student materials online.
For some schools this may have an impact on how materials are prepared and submitted by students, how they are stored within school and how and by whom they can be accessed.

23. What we’ve done so far and what we are thinking now.
Naming conventions for files will be important.
Can upload from external file or drag and drop.
A variety of formats will be accepted.
The SACE Board will survey schools regularly to ensure that we keep pace of new technology in schools.

24. Consider and Discuss Opportunities Concerns Readiness Student Teacher
School
Questions
*Need a loose handout to collect
Please take some time now to have a chat at your table.
Please allocate a facilitator, who will scribe and also report back.
What are the opportunities and do you have any concerns about online submission of student materials for your school?
Consider issues of readiness for your students, teachers and school more broadly ?
What support might you, your teachers or school need?
What questions do you have?
Can we please spend 6 minutes discussing?
After 6 minutes, each table briefly reports back

25. Does anyone recognise this photo
Moderation early 90s
We still moderate in this way- bags of work, hard copy materials, rooms of people.

26. e-assessment Image TBA E-assessment (online marking and moderating)
With materials to be submitted online, this provides opportunities for the SACE Board to distribute materials electronically - for both marking and moderation.
This will allow opportunities for a greater range of teachers to be involved- particularly those who find it difficult to travel to a central location such as SACE Board or a centralised moderation venue .
It also provides opportunities to streamline processes by automating a lot of the manual handling and paperwork.
It may be possible to capture additional information in an online environment which, where useful, could be provided to schools to support improvement strategies.
Online marking and moderation will provide opportunities to monitor and use data to enhance the consistency and reliability of marking and moderation processes.
Most importantly, the efforts of markers, moderators , supervisors and the SACE Board can be focused on what matters most - the fairness, validity and reliability of marking and moderation outcomes for students.

27. Quality Assurance and the SACE
Moderation outcomes:
Proportion of South Australian Stage 2 school assessment component grades confirmed at moderation [2011–2015]
If we look at this graph, we can see that results for school assessment are more likely to be confirmed year after year. This is an indication that teachers are becoming more reliable with their assessment decisions, that reflect the statewide standard.
This is great!
With modernisation now on the agenda, we have an opportunity to rethink some aspects of moderation. One aspect in particular is how much evidence we collect for moderation.
Materials are couriered across the state, from the NT and schools in Asia to a central venue. This takes time. Consequently, we collect much more than we actually need most of the time, because, should we need additional evidence, there isn’t time for schools to get extra materials to us.
For a class of 19, the teacher may have sent 10 samples of work. In the first instance, we only look at 4 samples. If these are confirmed, which most of the time they are, we don't need to look at any more from this class.
This happens 87% of the time.
With the increase in confirmation rate, and with modernisation on the horizon, can we re-think how much student work we need from schools to confirm their results.

28. Sample Selection all A+ samples
one sample from each represented grade level
If more than one sample available  school decides
per Assessment Type
per Assessment Group
In 2017, the SACE Board is changing the sampling requirements for Stage 2 moderation.
The SACE Board will provide parameters to guide the selection of materials. In 2017 and beyond, the SACE Board will ask for:
All A+ samples
One sample for each represented grade level
per Assessment Type, per Assessment Group
When there is more than one student with the same result the school will decide which sample is submitted for moderation. Schools are best placed to choose the best representation of a grade level from the evidence provided by students . We will not be requiring a minimum number of samples, or multiple samples from the same grade level.
The SACE Board will ask schools to submit typical, rather than atypical (e.g where special provisions have been applied, missing work, breaches of rules), samples wherever possible.

29. Consider and Discuss Opportunities Concerns Support Questions
Please take some time now to have a chat at your table.
Please allocate a facilitator, who will scribe and also report back.
What opportunities can you see and what concerns do you have about schools selecting the moderation sample?
What support might you, your teachers or school need?
What questions do you have?
Can we please spend 6 minutes discussing?
After 6 minutes, each table briefly reports back

30. The success of the modernisation process will depend on the partnership and collaboration between SACE Board and schools. There will be ongoing opportunities for teachers, schools, markers and moderators to provide input into ,and be informed about ,developments.
As mentioned before, in the next few weeks, we will be surveying all teachers about the ways students are developing materials for school assessment, how teachers are receiving materials from students and the ways teachers are submitting them to the SACE Board. This information is critical to help us determine which subject(s) are best suited for online submission in Please support us by encouraging your teachers to complete the survey.
The better the information we have, the better placed we are to make decisions that work for everyone.

31. Updates Special Provisions Results Release Students Online
Status Report in Schools Online
Submit fully complete Form 23 Use of moderated predicted result to after student’s last examination
Special provisions examination helpline
Results Release
Paper and online on same day
Students Online
You may wish to jot down notes on page 20 of your booklet.
Special Provisions
Schools are encouraged to regularly check the Special Provisions Status Report (Page 21) in Schools Online in the lead up to examinations to ensure all pending applications are finalised, and check that the students listed with provisions are aware of what these are and how they will work for their examinations.
We encourage schools to have all their Use of moderated predicted result applications for final examinations in as soon as possible after the student’s last examination, i.e. before the end of week 6 (last week of examinations), as the turnaround time is very tight this year. Schools should send in fully completed applications via to rather than using the post, if submitting later in the examination period.   
We have updated the form to include the student’s home so we can contact the student after the exam period, for additional information or to let them know of the outcome of their application.
In planning for special provisions for 2017 for students with long term pre-existing conditions, use the Model of Good Practice (Pages ) to gather up evidence required including student Year 11 exams.
A reminder about the availability of the special provisions examination helpline – where schools can call in with any special provisions questions or unexpected issues that come up with individual students (bereavement or broken arm) or whole exam groups (power outage, CD skipping etc), and seek advice on what to do to ensure students are not disadvantaged. Will open 1 week prior to commencement of examinations
Results Release
The intention is to release paper and electronic results on the same day. We are working closely with Australia Post.
Support will be available on phone – as usual.
Students Online <next slide>

32. Students Online <next slide>
Will look different to help students clearly locate SACE results and Tertiary Entrance Statement

33. TAFE SA selection score
SATAC Information
Aggregate
ATAR
TAFE SA selection score
Click – to show where students can access TES

34. Any questions?
All materials from this conference will be uploaded to the SACE website.
Good luck for the remainder of the year 