1. VCE Assessment
Prac%ce, Protocols, Pi.alls and
Possibili%es
Administra/ve Procedures for
Assessment in VCE Studies © VCAA 2009
h:p://www.vcaa.vic.edu.au/vce/generaladvice/index.html

2. Suck – verb
1. they sucked orange Egg – noun the eggs
juice through straws, are suspended in a
sip, sup, siphon, slurp, gela/nous mass ovum;
draw, drink. gamete, germ cell;
2. Fran sucked in a (eggs) roe, spawn,
deep breath, draw, seed.
breathe, gasp; inhale, PHRASES egg someone
inspire. on Earl didn't really
3. they got sucked into want to enter the
peKy crime, implicate talent contest, but his
in, involve in, draw friends egged him on
into; informal mix up urge, goad, incite,
in. provoke, push, drive,
4. informal : the prod, prompt, induce,
weather sucks, be very impel, spur on;
bad, be awful, be encourage, exhort,
terrible, be dreadful, be mo/vate, galvanize.
horrible; informal s/nk.

3. Sa/sfactory comple/on of VCE units
• “The decision about sa/sfactory comple/on of a unit is
dis%nct from the assessment of levels of achievement.”
• “Schools must develop courses that provide opportuni/es for
students to demonstrate achievement of the outcomes
specified in the study design.”
• Elwood Secondary College – Spirit of the VCE

4. Sa/sfactory comple/on of VCE units
• “A student may s/ll be eligible for the award of the VCE,
subject to compliance with gradua/on requirements, if he/she
has not submiKed School‐assessed Coursework tasks or
School‐assessed Tasks for the assessment of levels of
achievement in a study and has not sat examina/ons. In this
case, the teacher has judged that the student has achieved
the outcomes for a study based on the evidence provided by
the student, without assessing for levels of achievement.”

5. Assessment task selec/on
• “At Units 3 and 4 level the study design states whether any
one or a combina/on of assessment tasks may be used for
the assessment of an outcome for a unit. Teachers should
develop assessment programs for Units 3 and 4 that:
• include both forma%ve assessments, for diagnos%c or
monitoring purposes, and summa%ve assessments, for
determining achievement that contributes to the final
coursework score
• include a variety of assessment tasks and condi/ons
• provide an appropriate balance of short and extended
tasks
• take into account the workload for students.”

6. Repor/ng student achievement
Units 1 and 2
• “The student’s level of achievement in Units 1 and 2 is a
ma;er for school decision. Assessment of levels of
achievement for these units will not be reported to the
Victorian Curriculum and Assessment Authority (VCAA).
Schools may choose to report levels of achievement using
grades, descrip/ve statements or other indicators.”

7. Assessment
(Study Designs Units 1‐4 and Assessment Handbooks Units 3‐4)
• “Teachers should develop an assessment task
that allows the student to:
– have the opportunity to demonstrate the highest level
of performance.” (All currently accredited VCE study designs)
• “The key knowledge and skills do not cons%tute
a checklist and such an approach is not necessary
or desirable for determining the achievement of
outcomes.
• The elements of key knowledge and skills should
not be assessed separately.”
(All currently accredited VCE Assessment Handbooks Units 3 and 4)

8. Redeeming outcomes: submiJng
further work
“If, in the judgment of the teacher, work submiKed by a student for the
assessment of an outcome does not meet the required standard for
sa/sfactory comple/on, the teacher may take into considera/on work
previously submi;ed by the student provided it meets the
requirements set out, or allow the student to submit further work. A
teacher may permit a student to submit further work to meet
sa/sfactory comple/on requirements of a unit.
Students may not submit further tasks for the reconsidera/on of
School‐assessed Coursework and/or School‐assessed Tasks scores
awarded by the school.”
• Bendigo Senior Secondary College

9. Rescheduling assessment tasks for an
individual student
• “Schools are required to have a policy outlining condi/ons
under which an extension of /me for individuals may be
granted. It should be common across all VCE units within a
school and should contain procedures including:
• a formal process for applying for an extension of /me
• rules of eligibility
• the maximum period for an extension
• condi/ons under which the extension will be allowed.
An extension of /me may extend into the next semester, but
not into the next school year.”

10. School Assessed Coursework (SAC’s)
and School Assessed tasks (SAT’s)
“Acceptable levels of assistance include:
• the incorpora/on of ideas or material derived from other
sources (for example, by reading, viewing or note taking), but
which has been transformed by the student and used in a new
context
• promp/ng and general advice from another person or source
which leads to refinements and/or self‐correc/on.”

11. Authen/ca/on
• SAT’s and SAC’s – Authen%ca%on sheets.
• Coursework Audit
• Q4. “Was the Authen/ca/on Record for School‐
assessed Coursework used (page 215, VCE and
VCAL Administra/ve Handbook 2010)? If not,
please indicate why.”

12. AXendance
• “When a student is absent from school for prolonged periods, or has
been unable to complete all assessment tasks because of illness or
other special circumstances, the school may, on applica/on from
the student, grant Special Provision for school based assessments.”
• “An extension of /me may extend into the next semester, but
not into the next school year.”
• “All VCE units require 50 hours of scheduled class /me. A student
needs to aKend sufficient class /me to complete work. The school
sets minimum class /me and aKendance rules.”
• Swinburne Senior Secondary College

13. Where to from here?