There are a range of syllabus types developed by the QCAA (see Section 4.1: Syllabuses) and each syllabus type has different assessment requirements, which are described in the syllabus. As part of quality teaching and learning, teachers should help students to understand the requirements of assessment tasks, and how they relate to the relevant standards.
Schools participate in assessment quality assurance processes as required.
For assessment in each subject or course offered, access arrangements and reasonable adjustments (AARA) may be approved for eligible students (see Section 6: Access arrangements and reasonable adjustments (AARA), including illness and misadventure).
7.3.1 Applied subjects
Planning an assessment program
Schools plan the assessment program as part of the study plan submitted for approval via the Study Plans application in the QCAA Portal. When planning an assessment program over a developmental four-unit course, schools should:
- administer assessment instruments at suitable intervals throughout the course
- provide students with opportunities in Units 1 and 2 to become familiar with the assessment techniques that will be used in Units 3 and 4
- assess all the dimensions in each unit
- assess each objective at least twice by midway through the course (end of Unit 2) and again by the end of the course (end of Unit 4)
- assess only what students have had the opportunity to learn, as prescribed in the syllabus and outlined in the study plan.
Units 1 and 2
Schools develop a minimum of two and a maximum of four assessments from their approved study plan to match the techniques and conditions described in the syllabus and to reflect the local context.
Units 3 and 4
Schools develop a total of four summative internal assessment instruments from their approved study plan. Student responses to the assessments are marked by the school using an instrument-specific standards matrix (see below).
Applied syllabuses do not include external assessment. The exit folio, which includes only evidence of student work from Units 3 and 4, is used to determine a student’s exit result. The A–E exit result is determined using the syllabus standards.
Instrument-specific standards matrixes
For each assessment instrument, schools develop an instrument-specific standards matrix (ISSM) by selecting the syllabus standards descriptors relevant to the task and the dimension/s being assessed. The ISSM is shared with students before they begin the assessment, and used as a tool for making judgments about the quality of students’ responses to the assessment instrument. Schools develop assessment instruments to allow students to demonstrate the range of standards.
Assessment techniques
Schools design assessment instruments that use the assessment techniques outlined in the syllabus.
There are eight assessment techniques used across the Applied syllabuses.
| Assessment techniques | Purpose |
|---|---|
| Collection of work | A collection of work assesses a response to a series of tasks relating to a single topic in a module of work. The student response consists of a collection of at least three assessable components provided at different times and may be demonstrated in different circumstances and places. |
| Examination | An examination assesses the application of a range of cognitions to provided questions, scenarios and/or problems. Responses are completed individually, under supervised conditions and in a set timeframe. |
| Extended response | An extended response assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials. While students may undertake some research in the preparation of the extended response, it is not the focus of this technique. |
| Investigation | An investigation assesses investigative practices and the outcomes of applying these practices. Investigation includes locating and using information beyond students’ own knowledge and the data they have been given. In Applied syllabuses, investigations involve research and follow an inquiry approach. Investigations provide an opportunity for assessment to be authentic and set in real-life contexts. |
| Performance | A performance assesses physical demonstrations as outcomes of applying a range of cognitive, technical, physical and/or creative/expressive skills. Performance assessments involve student application of identified skill/s when responding to a task that involves solving a problem, providing a solution, or conveying meaning or intent. |
| Practical demonstration | A practical demonstration assesses the practical application of a specific set of teacher-identified production skills and procedures. Responses are completed individually and in a set timeframe. |
| Product | A product is an assessment technique that focuses on the output or result of a process requiring the application of a range of cognitive, physical, technical, creative and/or expressive skills, and theoretical and conceptual understandings. A product is developed over an extended and defined period of time, and involves students applying identified skill/s in relevant contexts. |
| Project | A project assesses a response to a single task, situation and/or scenario in a module of work that gives students authentic opportunities to demonstrate their learning. The student response consists of a collection of at least two assessable components, demonstrated in different circumstances, places and times, and may be presented to different audiences, and through different modes. |
7.3.2 Applied (Essential) subjects
There are currently two Applied (Essential) syllabuses: Essential English and Essential Mathematics.
Units 1 and 2
Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These assessments should reflect the local context. Teachers determine the assessment program, tasks and marking guides that are used to assess student responses for Units 1 and 2.
For Units 1 and 2, schools:
- develop at least two but no more than four assessments
- complete at least one assessment for each unit
- ensure that each unit objective is assessed at least once.
Units 3 and 4
Students will complete a total of four summative internal assessments, three developed by the school and the other, a common internal assessment (CIA), developed by the QCAA. These summative assessments are based on the learning described in Units 3 and 4 of the syllabus and provide evidence of student learning included in exit folios.
Summative assessment instruments from Units 3 and 4 must be endorsed before they are administered in schools.
Common internal assessment
The common internal assessment (CIA) for Essential English and Essential Mathematics is based on the learning described in Unit 3 of the relevant syllabus. The CIA is:
- developed by the QCAA
- common to all schools
- delivered to schools by the QCAA
- administered under supervised conditions in Unit 3 in the phase selected by the school when creating the subject offering
- marked by the school according to a common marking scheme developed by the QCAA.
The CIA is not privileged over other summative internal assessment.
Instrument-specific standards
The Essential English and Essential Mathematics syllabuses provide instrument-specific standards for the three summative internal assessments in Units 3 and 4.
The instrument-specific standards describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives have been drawn from the unit objectives and are contextualised for the requirements of each assessment instrument in the syllabus. Schools may not alter the instrument-specific standards.
As part of quality teaching and learning, schools should help students to understand the requirements of the assessment instrument, including the instrument-specific standards (e.g. by unpacking the meaning of cognitive verbs and qualifiers using the syllabus glossary).
Assessment techniques
Schools develop assessment instruments using the assessment techniques outlined in the syllabus.
7.3.3 General subjects
Units 1 and 2
Schools decide the sequence, scope and scale of assessments for Units 1 and 2. These assessments should reflect the local context. Teachers determine the assessment program, tasks and marking guides used to assess student performance for Units 1 and 2.
Schools:
- develop at least two but no more than four assessments
- complete at least one assessment for each unit
- ensure that each unit objective is assessed at least once.
Note: Schools delivering an alternative sequence must follow the assessment advice in the alternative sequence resource. Schools cannot make local decisions on the nature and scope of the assessments for the first two units.
Units 3 and 4
Students complete a total of four summative assessments — three internal and one external. Confirmed results from the internal assessments are combined with the result from the external assessment, which is developed and marked by the QCAA, to produce the overall subject result. External assessment results are not privileged over summative internal assessment results.
Schools develop three summative internal assessments, which must be endorsed before they are administered with students.
Schools submit provisional marks to the QCAA, and summative internal assessment results are externally confirmed by QCAA assessors — see Section 9.6: Confirmation (Units 3 and 4).
Instrument-specific marking guides
Each syllabus provides an instrument-specific marking guide (ISMG) for each summative internal assessment instrument.
The ISMGs describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.
Schools cannot change or modify an ISMG for use with summative internal assessment.
As part of quality teaching and learning, schools should deconstruct ISMGs with students, to help them understand the requirements of assessment tasks.
Each ISMG groups assessment objectives into criteria. An assessment objective may appear in multiple criteria, or in a single criterion of an assessment instrument.
External assessment
External assessment is:
- common to all schools
- administered by schools under the same conditions at the same time and on the same day
- developed and marked by the QCAA according to a commonly applied marking scheme.
For more information see Section 10: External assessment.
Assessment techniques
Schools develop assessment instruments from the assessment techniques outlined in the syllabus. There are six assessment techniques for summative internal and external assessments in General subjects.
| Assessment techniques | Purpose |
|---|---|
| Examination | An examination is a supervised test that assesses the application of a range of cognitions to one or more provided items such as questions, scenarios and/or problems. Student responses must be completed individually, under supervised conditions, and in a set timeframe. |
| Extended response | An extended response is an open-ended assessment technique that focuses on the interpretation, analysis, examination and/or evaluation of ideas and information in response to a particular situation or stimulus. While students may undertake some research when writing the extended response, it is not the focus of this technique. An extended response occurs over an extended and defined period of time. |
| Investigation | An investigation requires students to research a specific problem, question, issue, design challenge or hypothesis through the collection, analysis and synthesis of primary and/or secondary data. An investigation uses research or investigative practices to assess a range of cognitions in a particular context. An investigation occurs over an extended and defined period of time. |
| Performance | A performance is an assessment technique that requires students to demonstrate a range of cognitive, technical, creative and/or expressive skills, and to apply theoretical and conceptual understandings through the psychomotor domain. It involves student application of identified skills when responding to a task that involves solving a problem, providing a solution or conveying meaning or intent. A performance is developed over an extended and defined period of time. |
| Product | A product is an assessment technique that focuses on the output or result of a process requiring the application of a range of cognitive, physical, technical, creative and/or expressive skills, and theoretical and conceptual understandings. A product is developed over an extended and defined period of time. |
| Project | A project is an assessment technique that focuses on a problem-solving process requiring the application of a range of cognitive, technical and creative skills and theoretical understandings. The response is a coherent work that documents the iterative process undertaken to develop a solution to a problem and includes written paragraphs and annotations, diagrams, sketches, drawings, photographs, video, spoken presentations, physical prototypes and/or models. A project is developed over an extended and defined period of time. |
Alternative sequence
When implementing an alternative sequence, all units and assessment must be implemented in the order given in the syllabus. This includes when a unit pair can be implemented, i.e. Units 1 and 2 in odd years and Units 3 and 4 in even years (see Section 4.2.2: Flexible delivery).
7.3.4 General (Extension) subjects
General (Extension) subjects are developmental courses of study consisting of two units that extend the related General subjects.
Assessment requirements are the same as for General subjects, Units 3 and 4.
7.3.5 General (Senior External Examination) subjects
Assessment for the Senior External Examination consists of individual subject examinations that are conducted during Term 4 annually. Only these examinations contribute to a student result.
Currently, a small number of Language Senior External Examination subjects use syllabuses borrowed from other jurisdictions. The external assessments for these subjects are set, conducted and marked by the jurisdictions from which the syllabuses are borrowed.
Assessment requirements are outlined in each syllabus.
7.3.6 Short Courses
Short Courses use two summative school-developed assessments to determine a student’s exit result. Schools develop these assessments based on the learning outlined in the syllabus.
The A–E exit result is an on-balance judgment about how the qualities of the student’s responses to the two assessments match the syllabus reporting standards.
Schools participate in QCAA quality assurance processes as required.
Instrument-specific standards
The syllabus provides instrument-specific standards for the two summative internal assessments. They describe the characteristics evident in student responses and align with the identified assessment objectives. Assessment objectives are drawn from the topic objectives and are contextualised for the requirements of the assessment instrument.
Assessment techniques
Schools develop assessment instruments using the assessment techniques outlined in the syllabus. There are five assessment techniques used in Short Courses.
| Assessment techniques | Purpose |
|---|---|
| Examination | An examination assesses the application of a range of cognitions to provided questions, scenarios and/or problems. Responses are completed individually, under supervised conditions and in a set timeframe. |
| Extended response | An extended response assesses the interpretation, analysis/examination and/or evaluation of ideas and information. While students may undertake some research in the writing of the extended response, it is not the focus of this technique. |
| Learning journal | A learning journal is a purposeful collection of entries and a record of activities that represent a student’s reflections on their learning. A learning journal can be used to document a variety of information, ideas, thoughts, learning and working processes, decisions and reasons or justifications for these decisions. |
| Presentation | A presentation for a Short Course is the collection, interpretation, analysis and/or evaluation of data, using an inquiry approach. It provides opportunity for assessment to be authentic and set in a real-world or lifelike context. It is an independent task that requires students to examine an issue, particular situation or stimulus and communicate their findings to a live or virtual audience. |
| Project | A project assesses a response to a single task, situation and/or scenario in a unit of work that provides students with authentic and/or real-world opportunities to demonstrate their learning. The student response consists of a collection of at least two assessable components, demonstrated in different circumstances, places and times, and may be presented to different audiences, and through different modes. |
