Engaging in learning and assessment
For more information, see Section 8.2.1: Engaging in learning and assessment | - strategies to inform students about expectations for engaging in learning and assessment
| - expectations about
- engaging in learning and assessment
- completing all requirements for achieving a unit and/or subject result, including if changing subjects. This includes completing the required learning outlined in the subject matter of the syllabus and providing responses to all assessment
- single instruments cannot be repeated. If repeating, a student must repeat all learning and assessment for a unit (Unit 1 and Unit 2) or for a pair of units (Units 3 and 4).
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Academic integrity
For more information see Section 8.1: Understanding academic integrity.
| - strategies and /or requirements to:
- develop shared understanding of academic integrity academic misconduct
- plan teaching and learning, assessment design and implementation practices to ensure all student work is their own
- model academic integrity
| - academic integrity and academic misconduct, including, for example,
- completing the QCAA academic integrity course
- understanding what it is to ‘submit your own work’
- strategies for managing academic misconduct, e.g. only work authenticated as your own work will be used to make a judgment
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Scaffolding
For more information see Section 8.2.3: Scaffolding.
| - scaffolding in assessment that does not lead students to an expected or predetermined answer or response and allows students to independently demonstrate the objectives being assessed
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Access arrangements and reasonable adjustments (AARA), including illness and misadventure
For more information see sections 6, 8
and 9.
| - internal processes to consider AARA, including:
- roles and responsibilities for making decisions, collecting information and required evidence
- application process
- implementing principal-reported and QCAA-approved arrangements for assessment
| - purpose of the policy
- eligibility
- evidence required, including that assessment must be completed
- application processes
- school requirements
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Due dates
See Section 8.2.7: Gathering evidence of student achievement.
| - processes to establish due dates for assessments that:
- align with syllabus requirements
- provide sufficient working time for students to complete the task
- consider and avoid clashes when there are known school-approved absences for groups or individuals
- allow for internal quality assurance processes
- enable timelines for QCAA quality assurance processes to be met
- are clear to teachers, students and parents/carers
- are consistently applied
| - when assessment is due
- the requirement for the school to adhere to QCAA policies about due dates
- that work cannot be submitted after the due date and that only work completed prior to the due date will be used to make a judgment
- if students have a school-approved absence, assessment still needs to be completed by the due date
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Authentication strategies
For more information see Section 8.2.8: Authenticating student responses.
| - school strategies which may include:
- teacher observation and supervision of students completing work
- requirements for submitting a draft
- an interview to determine student understanding and authorship of a draft and/or response
| - school requirements which may include:
- requiring work to be completed in class
- signing a declaration
- submitting the draft
- only work that can be authenticated by the school as your ow, can be used to make a judgment
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Checkpoints
See Section 8.2.7: Gathering evidence of student achievement.
| - how schools monitor the work of students as part of a developmental process. Note that a draft is a specific type of checkpoint, described separately.
- how teachers may use checkpoints to:
- clarify assessment expectations for students, e.g. task requirements
- discuss progress towards the task completion
- help students develop strategies to submit assessment by the due date
- ensure students are creating assessment in the correct mode
- gather evidence on or before the due date
- provide points of intervention, if needed
- embed authentication strategies
| - meeting school requirements such as checkpoints
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The draft
For more information see Section 8.2.5: Drafting.
| - providing feedback on one draft student response that maintains the integrity of the assessment and allows students to demonstrate what they know and can do
| - when and how to submit a draft for assessment
- the type of feedback students may receive
- how to respond to feedback on the draft
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Managing response length
For more information see Section 8.2.6: Managing response length.
| - processes for teachers to develop valid assessment
- strategies for teaching students to develop and demonstrate the skills required
- providing students with examples, modelling how to edit and respond to the draft feedback
- develop and use strategies for responses that exceed word length
- annotating responses to indicate the strategy used for making judgments about responses that exceed the required length
| - syllabus requirements for length of responses
- how to respond to feedback about response length
- techniques for ensuring responses meet requirements for length
- what strategy the school will use to mark responses that exceed the word length stated in the syllabus, e.g. that written work over that length will not be assessed
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Collecting and storing assessment information
See Section 9: Internal assessment — Quality assurance and Section 13.3: Retaining records and student work.
| - internal processes to collect and store assessment information including assessment instruments, student work and results that:
- includes when, where, who and how this is to happen
- allows the school to meet requirements of the syllabus and quality assurance processes
- includes maintaining this information for the required length of time
| - what students need to produce in response to assessment e.g. conditions such as length, file types, etc.
- how to submit responses to assessment e.g. date, time, location
- processes for submitting assessment
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| Internal quality assurance
| - school quality assurance processes that may be conducted within or across learning areas for:
- assessment instruments before being submitted for endorsement and/or being administered with students
- judgments about student work contributing to reporting and results, e.g. cross-marking
| - internal processes that may occur before their results are provided, for example, cross-marking
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Status of results
for summative internal assessment
| - strategies for providing information about results to students and parents
| - external processes that may occur before results are finalised, e.g.
- all marks for summative internal assessment for General and General (Extension) subjects are provisional until they are confirmed through the confirmation process
- results for Applied and Applied (Essential) subjects and Short Courses may be subject to advice from the QCAA quality assurance processes
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Appropriate materials
See Section 8.2.2: Appropriate learning experiences and materials.
| - choosing and monitoring the use of texts and stimulus materials in teaching and learning and the production of work by students
- schools determine the appropriateness of particular topics, texts, materials and areas of study for their students
| - considerations of appropriateness when producing materials
- the requirement to respond to teacher or school feedback about appropriateness of work produced by the student
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