New SACE CoordinatorV

Transcription

New SACE CoordinatorV
February 201
AGENDA
1. Welcome
2. SACE Board support
3. SACE Coordinator Role
4. Calendar
5. SACE Operations
6. Student Management
7. VET
8. SACE requirements
9. SchoolsOnline
10. Special Provisions
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Special Provisions in Curriculum and
Assessment 2014
Word-limits give clear information about
specifications of assessments;
ensure comparability of assessments; and
ensure a reasonable workload for students.
Information is provided concerning:
content that is/is not included in the word-count
assessment of tasks with word-limits
Word-count Policy
Students conduct research activities
throughout a range of subjects in the SACE.
The policy addresses:
opportunities to learn how to conduct
research
conducting research that is honest,
ethical and has integrity
responsibility for research topic and
research methodology
authorship
verification
acknowledgement of sources
research that is conducted in groups
breaches of rules and appeal process
Ethical Conduct and Research
Policy
A range of
policies, procedures, and
guidelines support the
fairness, integrity and
quality of teaching,
learning and assessment
in the SACE.
SACE Assessment Responsibilities:
SACE Board and Schools
CODE OF PRACTICE
Individual students, under circumstances outlined in the policy, may
need special provisions to meet the specified learning and assessment
requirements in subject outlines.
Special provisions identify alternative arrangements for assessment for
eligible students at Stage 1 and Stage 2 of the SACE.
Policy procedures provide information about:
the grounds for special provisions
variations to school assessment at Stage 1 and Stage 2
variations to external assessment at Stage 2
the process for applications for external assessment
appeal process




process
Role of the SACE Board
Role of the teacher
Combining the school
assessment grade and the
external assessment grade
Missing or insufficient
evidence of learning
 Use of performance standards in the assessment
 Grades and scores
SACE Assessment and Reporting
Guidelines
 Procedures
 Purpose
 Principles
 Policy context
SACE
Moderation
Procedures
Students must submit only work that is their own,
produced without undue assistance from other
people or sources. Work that has been subjected
to detailed editing, correction, or alteration by the
teacher or other people may not be further
developed or copied by students for
resubmission.
Guidelines are provided concerning:
level of intervention that is acceptable
supervision to safeguard against plagiarism
statements of verification
appropriate use of ICTs
responsibilities and appeal process
breach of rules
Supervision and Verification of
Students’ Work
‘Assuring assessment integrity’ is taken to mean the
procedures that assure the community that assessment of
learning in the SACE is fair, valid, and reliable.
Definitions and guidelines are provided for:
redrafting
reuse of assessed work
assessment deadlines (times set by schools) for schoolbased assessment
submission dates (times set by the SACE Board) for
external assessment and moderation
Redrafting, Reuse of Assessed Work, and
Assessment Deadlines and Submission Dates
Policy Procedures
Immediate SACE Board Cut-Offs
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STAGE 1 LEARNING AND ASSESSMENT PLAN CHECKLIST FOR SCHOOL LEADERS
The following checklist has been designed to assist school leaders to check for the features required for Learning
and Assessment Plan approval.
Form

Completed

Current Learning and Assessment Plan form is used
Cohort/Context Description

Cohort/context are documented
Learning Program Design

Learning program design and delivery are documented

Topics, if required by the subject outline, are identified
Capabilities, Literacy and Numeracy Opportunities

Opportunities for students to develop capabilities, literacy and numeracy are documented
Assessment Overview
Each assessment type:

contains a number of tasks that match specifications in the subject outline (e.g. folio consists
of at least one practical investigation and at least one issues investigation)

has a weighting of at least 20%

addresses at least 1 of the specific features from the assessment design criteria specified in
the subject outline
Each assessment task:

addresses at least one of the learning requirements and at least one of the assessment
design criteria
The set of assessment tasks:

addresses student cohort needs

is within the number of assessment tasks specified in the subject outline (e.g. 4-5
assessments in a 10 credit subject)
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address all learning requirements at least once

address all assessment design criteria, and all specific features at least once
Assessment details

Each assessment task is identified
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Each assessment task is described
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Assessment conditions (word count, page limit, time limit etc) do not exceed those specified
in the subject outline.
Local Program

For plans to be submitted as a Local Program, the Local Program Details section of the plan
documents variations to content and/or school based assessment specified in the subject
outline. (Note: the Local Program Details section does not need to be completed for plans
that follow the content and/or school based assessment specified in the subject outline)
CHECKED
Signature of Learning and Assessment Plan Contact Teacher ____________________
Date ______________
Signature of Principal or nominee __________________________________________
Date ______________
Ref: A151693, 2.0
Last Updated: 27/03/2012 12:26 PM
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STAGE 1 LEARNING AND ASSESSMENT PLAN CHECKLIST FOR TEACHERS
Completed

Form

Current Learning and Assessment Plan form is used
Cohort/Context Description

Cohort/context description reflects the student cohort for whom the program is intended (e.g. student
background and learning needs)
Learning Program Design

Delivery of intended learning program is described

How the learning program has been designed to engage the range of students in the group is
described (e.g. thematic approach, choice of texts and topics, use of technology, forms of
communication, timing of assessments)

Topics, if required by the subject outline, are identified
Capabilities, Literacy and Numeracy Opportunities
Appropriate opportunities (e.g. strategies and resources) have been identified for students to develop:

their capabilities (refer to subject outline for suggested focus of capabilities)

their literacy skills (refer to subject outline for subject-specific literacy skills)

their numeracy skills (refer to subject outline for subject-specific numeracy skills)
Assessment Overview
Each assessment type:

contains a number of tasks that match specifications in the subject outline (e.g. folio consists of at
least one practical investigation and at least one issues investigation)

has a weighting of at least 20%

addresses at least 1 of the specific features from the assessment design criteria specified in the
subject outline
Each assessment task:

addresses at least one of the learning requirements and at least one of the assessment design criteria
The set of assessment tasks:

addresses student cohort needs

is within the number of assessment tasks specified in the subject outline (e.g. 4-5 assessments in a
10 credit subject)

address all learning requirements at least once

address all assessment design criteria, and all specific features at least once
Assessment Details

Names of assessment tasks match those listed in the plan’s assessment overview (page 2)

Flexibility, and where appropriate, negotiation in assessment that will be available to support the range
of students is identified

Each assessment task provides opportunities for students to achieve at the highest level of the
performance standards

Assessment conditions (word count, page limit, time limit etc) do not exceed those specified in the
subject outline.

Nature of assessment task reflects the assessment type information provided in the subject outline
CHECKED
Name of Learning and Assessment Plan Contact Teacher ______________________________
Signature of Principal or nominee __________________________________________
Ref: A171463
Last Updated 28/03/2012 12:32 PM
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Date ______________
CATEGORIES OF SPECIAL PROVISIONS
Special Provision Requested
Information Sheet
Form
Any
Information Sheet 34/14 Special Provisions
in Curriculum and Assessment
External examination variations
(e.g. rest breaks, extra time)
— External Assessment Variations
Form 17/14 Special Provisions Application —
External Assessment Variations
— External Assessment Variations Reading
Test
plus (if required):
Cover Sheet for Task 1 Handwritten Timed
Essay
Cover Sheet for Task 2 Handwritten Timed
School Assessment Task
Cover Sheet for Task 3 Word-processed or
Scribed Timed Essay
Extension of the published SACE
Board submission date for an
externally assessed investigation
External Assessment Variations
School assessment variations
— School Assessment Variations
Form 24/14 Special Provision for School
Assessment — For School Use Only
(Do not submit to the SACE Board.)
Special consideration owing to the
impact of a misadventure on an
externally assessed task
Misadventure (External Assessment)
Status for learning that occurred
during an extended absence
because of personal
circumstances (e.g. illness, family
responsibilities, cultural
obligations)
Use of the moderated predicted
result for one or more of the
following external assessments:
Misadventure (External Assessment)
— Use of the Moderated Predicted Result
or
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


investigation
oral examination
performance
written examination
— Misadventure
—Personal Circumstances (Recognition of
Learning)
— Misadventure
Status for Personal Circumstances
(Recognition of Learning)
Use of the Moderated Predicted Result
owing to illness or misadventure
Ref: A240488, 0.4
Last Updated: 7/01/2014 9:09 AM
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South Australian
Certificate of Education
Student Information
Special Provisions in the SACE
What kinds of special provisions are
available?
Achieving the SACE is based on your ability to show
evidence of what you have learned during your
studies.
It depends on your circumstances.
Special provisions are special arrangements in
assessment for students who may be in a situation
where an illness, impairment, learning difficulty or
unforeseen incident significantly impacts on the
students ability to participate in the assessment.
They might include a reduction in the number or
length of assessment tasks, being allowed to use
extra time to complete assignments or examinations,
presenting work orally instead of written, being able to
take rest periods during examinations, or using a word
processor.
These special arrangements may include having
someone else write for you if you have broken your
arm, or enlarged print or Braille for students with
vision impairment. Other students may have physical
pain or a learning difficulty that means they need
to take rest breaks or have extra time to write in an
assessment task.
Under what circumstances can I apply for
special provisions?
You can apply for special provisions if you have:
•
an illness or impairment that significantly affects
your ability to participate in an assessment task,
for example a physical disability, vision or hearing
impairment, a medical condition, a psychological
illness, or a learning disability
•
experienced an unforeseen incident beyond
your control that prevents you from completing an
assessment task or examination. This may include
an accident, a family death, or an interruption
during the examination.
Who decides if I’m eligible?
Can I apply for special provisions if English is
my second language?
For school-assessed tasks in Stage 1 or Stage 2,
your school decides if you are eligible for special
provisions. You need to provide evidence to
demonstrate a significant impact of your impairment,
learning difficulty, or unforeseen circumstance on
your ability to access the assessment conditions.
Sometimes this includes information from independent
professionals.
If English is not your first language, you may be
eligible to enrol in English as a Second Language
subjects. These subjects are aimed at assisting with
the English requirements of your other subjects.
Special provisions can’t be used to overcome these
difficulties.
For external assessments at Stage 2 such as
examinations, investigations or performances where
the SACE Board assesses your work, eligibility for
special provisions is determined by the SACE Board,
based on a review of a range of evidence from you,
the school, and health professionals.
Can special provisions be granted if I go on a
family holiday or on a sport trip?
Special provisions can’t be used to compensate for
work that you haven’t done due to matters of your own
choosing, or for things that could have been avoided.
Special provisions are available for students who
are significantly impaired and could not otherwise
participate in the assessment.
January 2013
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If my school has allowed me to use special
provisions at Stage 1, will I automatically be
approved for special provisions at Stage 2?
The panel always seeks to make a balanced decision
to ensure that the assessment process is consistent
and fair for everyone.
Not necessarily. If you apply for special provisions for
an external assessment at Stage 2, a SACE Board
panel considers evidence provided by you and your
school, as well as any evidence from independent
sources such as medical or psychological reports.
How do I apply?
You can apply for special provisions through your
school. Speak to the SACE Coordinator at your school.
When should I apply for Stage 2 special
provisions?
The SACE Board panel looks for evidence that your
condition or situation significantly inhibits you from
accessing the requirements or conditions of the
assessment, and how special provisions may assist.
If you have a long-term impairment, you should apply
for special provisions in Term 4 of Stage 1, or in
Term 1 of Stage 2.
If you are affected by a sudden illness or an
unforeseen incident that impacts on an assessment
task, you can apply for special provisions at any time –
providing it’s before your assessment begins or before
a task is due to be handed in.
In some cases you might be asked to take a timed
reading, writing, or spelling test so that the panel can
determine the most appropriate special provisions
arrangements for you.
This sometimes means that suggestions for special
arrangements that have been made by your doctor
or health professional are not automatically approved,
and may mean a change to the special provisions
that you have previously been granted by your school.
Can I appeal a decision?
Yes. If you appeal you are expected to present new
evidence to support your appeal.
For more information about special provisions,
speak to the SACE Coordinator at your school,
or visit www.sace.sa.edu.au and go to
Students and Families > About the SACE
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EXAMPLES OF DIFFICULTIES AND POSSIBLE VARIATIONS FOR EXAMINATIONS AND INVESTIGATIONS
Examples
Possible Impact
Possible Variations
PHYSICAL DISABILITY
Paraplegia, muscular
dystrophy, cerebral palsy, etc.
Pain/discomfort, tiredness, difficulty
writing, slowness
Permission to stand and stretch, permission to
take medication, separate room, and/or extra
time, and/or use of a word processor or a
scribe
Reading/processing difficulties
Extra reading time, use of a reader, opportunity
for verbal instructions to be clarified before
starting written timed tasks
Difficulty reading text and visual
information
Difficulty producing responses
Enlarged print, extra time, use of visual aids,
braille, use of reader, use of computer to read
and/or respond, use of a scribe, rest breaks
Back injury, chronic pain
Pain/discomfort, problems with
prolonged sitting
Rest breaks, permission to take medication,
permission to stand and stretch
Crohn’s disease
Pain/discomfort
Rest breaks, permission to leave room under
supervision
Chronic fatigue syndrome,
glandular fever
Tiredness, inability to concentrate
and/or extra time
Diabetes
Need to check blood sugar levels
Permission to take medication, permission to
leave room under supervision
Epilepsy
May suffer from epileptic seizure
during examinations
Permission to take medication, separate room
Hand/wrist/arm/shoulder injury
Difficulty in writing because of pain
or discomfort in hand/arm,
excessive fatigue in hand
Rest breaks and/or extra time and/or use of a
word processor or a scribe
Head injuries
Mental processing difficulty,
slowness
Rest breaks, separate room, and/or extra time
Pregnancy, early infant care
In hospital for birth, breast feeding
Rest breaks/feeding breaks, separate room,
home/hospital supervision
Short-term medical condition
Inability to meet upcoming
deadlines
Extension to submission date
Attention deficit and disruptive
behaviour disorders
Concentration difficulties, impulse
control
separate room
Autism spectrum disorder,
Asperger’s syndrome
Concentration difficulties, anxiety
Rest breaks, separate room, and/or extra time
Obsessive compulsive disorder,
depression, schizophrenia,
bipolar disorders, anxiety
Concentration difficulties, impulse
control, anxiety
separate room, and/or extra time
HEARING IMPAIRMENT
VISION IMPAIRMENT
MEDICAL CONDITION
PSYCHOLOGICAL ILLNESS
LEARNING DIFFICULTY (Psychological reports are not required but, if included, must be less than 5 years old.)
Reading difficulty
Use of a reader and/or extra time
Spelling difficulty
Use of a scribe or a word processor
Writing difficulty
Extra time and/or use of a scribe or a word
processor
This is not an exhaustive list of variations. Please contact the SACE Board on 8372 7554 if clarification is required
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“Variations
” form
(website)
Form
24/14
46/11
Info
Info sheet
39/14
sheet
Application
forms as
shown
Info sheets
35/14
36/14
37/14
40/14
SPECIAL PROVISIONS in external tasks:
examinations (e.g. scribe, moderated predicted
exam mark)

performances (e.g. drama, dance, music

investigations etc.)
Form 17/14 Varied external conditions and
extensions + Forms 18/14, 19/14 & 20/14 as needed
Form 21/14 Misadventure
Form 22/14 Personal Circumstances
Form 23/14 Use of moderated predicted result
(exam, performance)
SACE BOARD informs Principal of outcome
SCHOOL implements approved special provisions
SCHOOL provides feedback to SACE Board on use
of examination provisions




APPLICATION to the SACE Board
SACE BOARD determines eligibility

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Special provisions queries – Lisa Wills 83727408 or exam helpline 8372 7554
MODERATION
If student’s work is required for moderation and it
varies from the LAP, include in moderation ba g, a
completed “Variation – Moderation Materials” form
from the Stage 2 subject page on website.
DOCUMENT special provisions in school
assessment
SCHOOL determines eligibility and implements
special provisions
SPECIAL PROVISIONS in school-assessed tasks
such as:

extensions to internal deadlines

change format of task e.g. oral instead of
written (where subject outline permits)

rescheduling tasks

reducing tasks

scribe, rest breaks etc
EXTERNAL ASSESSMENT (30%) – MARKING
SPECIAL PROVISIONS 2014
SCHOOL ASSESSMENT (70%) – MODERATION
Ref: A337678, 0.2
Last Updated: 29/01/2014 10:46 AM
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SPECIAL PROVISIONS – 2014 ADVICE FOR SCHOOLS
General




Promote awareness of special provisions to students
 What are t he grounds; who do st udents approach; what evidence do they need to
provide for consideration for special provisions in school or externally assessed tasks?
Special Provisions contact person
 Ensure that the person/s responsib le for making decision s and submitting applications
for special provisions is known to staff and students.
School Policy/process awareness
 Ensure all staff are aware of the school’s special provisions policy/processes.
Special Provisions Page on the website
 Includes the SACE Boa rd’s Special Provisions in Curriculum and Assessment Policy,
information sheets, forms, guidelines etc
Special Provisions in school assessment
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

Special Provisions school contact
 Who in the school, makes decisions or initiates the process to determine eligibility and
implement special provisions for school assessment – short and/or long term issues?
 This person/s needs to be known to staff and students.
Record-keeping
 Schools need to keep records special pro
visions used by stud ents in school
assessment/s.
 Use of Form 24/14 “Special Provisio ns - School Assessment Variations” is an option for
record-keeping – this form does not need to be submitted to the SACE Board.
 Advisable to use the fo rm as it brings together all the aspects of the policy that need to
be considered in mak ing decisions re special provisio ns eg grounds, evidence,
assessment conditions etc.
 Form 24/14 helps to ensure consistency for all students and across a student’s subjects.
Moderation and students with special provisions
 If a student has appro ved special provisions in school assessment that changes the
required presentation/format of their work (e.g. reduced number of tasks), and their work
is selected in the sample for mod eration – complete the “Variations – Moderation
Materials” form (see forms section of the subject page on the SACE Board website) and
submit with the moderation materials.
Flexibilities
 Teachers should utilise the flexib ilities in assessment e.g. oral instead of wri tten
presentation i.e. special provisions may not be necessary.
Performance Standards/Assessment Types
 In making decisions to reduce or vary tasks, te achers need to ensure that the stu dent
will still have the opportunity to be assessed against the full range of the Performance
Standards and cover all Assessment Types.
 Provide the opportunity of extensions to deadlines, alternative tasks and/or reduce tasks
in other assessment types to support this.
Evidence
 In making decisions for special provisions for school-based tasks, view a range of
evidence e.g. teacher’s comments, samples of the student’s work in similar conditions,
medical evidence.
 Approve the most appropriate provision – refer pg 6 of Form 17/14 External Assessment
Variations.
 Schools should not rely exclusivel y on t he recommendations provided by medical or
other community professionals who have not seen the impact of the student’s diagnosed
issue in assessment conditions.
 Review the need for ongoing special provisions regularly as student’s approach Stage 2.
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Special Provisions in external assessment



Due date for applications for students with long-term/pre-existing conditions
 Thursday March 27 2013 – this date is particularly important for students enrolled i
n
Mathematical Applications, as there is an externally assessed mid-year examination.
 Schools should ensure all required evidence is submitted (see Page 1 of Form 17/ 14
External Assessment Variations).
For extensions to the submission date for external assessment
 Use Form 17/14 to apply for a student to be co nsidered for an extension to the SACE
Board submission dat e for Research Project/i nvestigation/other externally assessed
work, on the grounds of special provisions.
 This provision is for in dividual students who have experienced a short term illn ess or
misadventure just prior to the submission date.
 The form should be submitted prior to the SACE Board submission date.
 Extensions can be granted for 1 to 2 weeks, depending on the flexibility of the markin g
schedule.
Use of moderated predicted examination or external performance result
 Students, who are ill or experience a misadvent ure on, or just prior to an externally
assessed examination or performance, shou ld submit an application for the use of the
moderated result with supporting evidence, within 3 days of their last exa mination or
performance. For the mid-year Mathematical Applications exam in June, applica tions
will need to be submitted within 3 days of the examination date.
 Students should always be encoura ged to sit a n examination or perform, as if gra nted
they will be awarded the higher of their actual or moderated predicted result.
 Use Form 23/14 for illness or Form 21/14 for misadventure
 Students are informed within 2 we eks via letter, if their application fo r the use of the
moderated predicted result is not a pproved or partially app roved. Notification letters for
applications that have approved for this provision for final exa minations are sent to
students at the time of results release.
Special Provisions Forms
Refer to the “Categories of Special Provisions” table on the website that provides guidance to th e
most appropriate form to use for different circumstances.
Before completing the f orms, please refer to th e appropriate Information sheet/s o n the Special
Provisions minisite.

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


Form 17/14 – External Assessment Variations
o Form 18/14 – Task 1: Coversheet for Task 1 handwritten timed essay
o Form 19/14 – Task 2: Coversheet for Task 2 Handwritten Timed Schoo
l
Assessment Task
o Form 20/14 – Task 3: Coversheet for Task 3 Word Processe d or Scribed Timed
essay.
Form 21/14 – Misadventure
Form 22/14 – Personal Circumstances – recognition of learning.
Form 23/14 – Use of the Moderated Predicted Result
Form 24/14 – Special Provisions - School Assessment Variations – school use only
Further support and advice
Special provisions hotline 83727554
Lisa Wills 83727408, lisaw@saceboard.sa.gov.au
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New SACE CoordinatorV

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