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Assessment Policy

Version updated 06 September 2019

1 RATIONALE

Assessment is the purposeful, systematic and ongoing collection of information for use in making judgements about student progress and performance. Its nature varies from subject to subject and can take the form of a collection of work, examination, extended response, investigation, learning journal, performance, practical demonstration, product or project.

This Assessment Policy applies to all teachers and students at Coombabah State High and outlines procedures followed by staff in designing, delivering, administering and maintaining the academic integrity of assessment. It also details the tight procedures relating to Access Arrangements and Reasonable Adjustments [AARA] for students in Years 11 and 12 and Special Provisions in Years 7 to 10.

The intention of this policy is to:

Advise expectations for assessment and specific responsibilities to internal stakeholders (administration, Head of Departments [HOD], curriculum coordinators, teachers and students)

Inform external stakeholders (parents, caregivers, guardians, parents and citizens association [P&C]) regarding assessment matters at Coombabah

Ensure strict accountability measures are adhered to consistently across all subjects within the school Certify that assessment at Coombabah is aligned, equitable and transparent for all students

Encourage the participation and engagement of students in their learning and assessment

1.1 RELEVANT LEGISLATION, POLICY AND SUPPORTING DOCUMENTATION

Australian Curriculum, Assessment and Reporting Authority [ACARA] Australian Skills Quality Authority [ASQA] Disability Discrimination Act 1992 (Australian Government, Federal Register of Legislation, 2018) Disability Standards for Education 2005 (Department of Education and Training [DET], 2012) Education (General Provisions) Act 2006 (Queensland Government, 2018) Education (Queensland Curriculum & Assessment Authority) Act 2014 (QCAA, 2018) Education (Queensland Curriculum & Assessment Authority) Regulation 2014 (QCAA, 2018) Subject syllabus documents (QCAA, 2019) P-12 Curriculum, Assessment and Reporting Framework (Department of Education and Training [DET], 2019) QCE and QCIA policy and procedures handbook 2019 v1.1 (QCAA, 2019) Standards for Registered Training Organisations (Australian Government, Federal Register of Legislation, 2015)

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2 ROLES AND RESPONSIBILITIES

The creation and completion of high quality assessment relies significantly on the responsibility of a number of key stakeholders, including: QCAA - a statutory body of the Queensland Government which plays a critical role in the design and delivery

of education in collaboration with a range of stakeholders and partner agencies Department of Education – State Schooling that clearly outlines policy in the P–12 curriculum, assessment

and reporting framework (QCARF). This document specifies the curriculum, assessment and reporting requirements for all Queensland state schools’ principals and staff delivering the curriculum from Prep to Year 12. Available via the DoE intranet.

The Coombabah State High School Community of Administration, Heads of Department, teachers, students and care-givers

2.1 QCAA RESPONSIBILITIES Sets the framework for the partnership between QCAA and schools to meet the legislative requirements of the

Education (Queensland Curriculum & Assessment Authority) Act 2014 and Education (Queensland Curriculum & Assessment Authority) Regulation 2014

Defines the policies and procedures for the assessment and certification of students and issues Senior Education Profiles (SEP) to the students of schools that follow these rules and procedures

Issues QCEs to eligible students when they have accrued the set amount of learning, at the set standard, in a set pattern, while meeting literacy and numeracy requirements

Administers Vocational Education and Training [VET] in Queensland on behalf of ASQA Provides a secure, single point of access to the Queensland Curriculum and Assessment Authority (QCAA)’s

data collections and ICT applications that support schools to implement the Queensland Certificate of Education (QCE) and Queensland Certificate of Individual Achievement (QCIA)

Ensures that summative assessment processes aligns with the attributes of quality assessment Endorses and confirms summative internal assessment in schools, confirms summative internal assessment

results as well as writes, scrutinizes and marks external assessment Provides timelines, guidance, support and resources to help schools prepare for and conduct external

assessment Ratifies subject results and detects, investigates and resolves result anomalies

2.2 SCHOOL RESPONSIBILITIES Publishes an assessment calendar for each Semester which will be available to students from Week 2 of each

semester Delivers effective teaching and learning programs that incorporate high quality and relevant assessment for

evaluating student achievement Commits to the rules and procedures defined by DET, QCAA and other relevant legislation, policy and

supporting documentation so that students can become eligible to receive an SEP Develops curriculum from QCAA syllabuses and guidelines or other approved learning options and ensures

that assessment is aligned to the objectives and achievement standards Submits senior summative assessment for endorsement by the QCAA (unit 3 and 4) Lodges samples of student work for confirmation and quality assurance review to the QCAA Provides accurate student data and results at times and in ways specified by the QCAA Organizes and oversees internal subject quality assurance processes for all subjects, including processes for

quality assuring the assessment and the application of standards between different teachers of the same subject (moderation)

Maintains records and evidence in a secure central location as required by the QCAA and State Schooling Meets national standards as outlined in the Standards for Registered Training Organisations [RTO] regarding

VET and ensure all competencies are completed to specification

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Supervises external assessment (teachers are ineligible to supervise an external assessment for subjects that they teach in a given year)

Reports incidents via OneSchool when they suspect or observe an act of academic misconduct by a student Implements AARA and special provisions according to the guidelines Conducts early AARA identification of students, makes all students aware that AARA are available and liaisons

with students, parents/caregivers, Coombabah staff and professionals, as required, to determine which students are eligible for AARA

Gathers documentation (such as: school statement, student statement (optional), evidence of verified disability, medical report, teacher observations, results from standardised academic testing, police reports, official notices, etc.) and submits applications for QCAA-approved AARA and/or notify principal-reported AARA to the QCAA on students’ behalf, via the AARA application in the QCAA Portal

2.3 STUDENT RESPONSIBILITIES Engages with the assessment calendar Engages in the learning in the subject or course of study Submits all outlines, plans, drafts specified on the task sheet in class time or by 4:00pm on each specified due

date, as determined by task sheet. Ensures all written assessment tasks submitted are authentic and original work References all material used from external sources using Coombabah State High’s approved referencing style,

which is APA referencing Uses class and home time effectively to work on assessment tasks as outlined in task conditions Maintains lines of communication by attending year level assemblies, meetings as well as reading the

information provided by Coombabah, including: the external assessment timetable, external assessment student rules, approved equipment list, block exam timetable, task sheets, emails, etc.

Attends both external and internal assessment sessions in which they are enrolled Understands the eligibility and procedures regarding Special Provisions or AARA and provides required

documentation (such as: school statement, student statement (optional), evidence of verified disability, medical report, police reports, official notices, etc.) to Coombabah which will submit an AARA application on their behalf (for Year 11 and 12)

Understands that extra-curricular activities, camps, excursions, sporting activities, etc. are not legitimate reasons for an AARA or Special Provisions

Takes responsibility for their own attendance (Medical Certificates required for Senior School students) such as Deans, HODs, Guidance Officer [GOs], School Nurse, Chaplain, Industry Liaison Officer [ILO] and

administration where necessary

2.4 PARENT/ GUARDIAN/ CAREGIVER RESPONSIBILITIES Ensures that their child adheres to all policies and procedures relating to assessment Engages with the assessment calendar and be aware of assessment requirements for their child Encourages their child to set goals to meet assessment monitoring and feedback responsibilities such as

planning and drafting by the due date Understands the eligibility and procedures regarding Special Provisions and AARA and provides required

documentation (such as: school statement, student statement (optional), evidence of verified disability, medical report, police reports, official notices, etc.) to Coombabah which will submit an AARA application on their behalf

Supports students to participate in the external and internal assessment in which they are enrolled Reads the external assessment timetable and external assessment student rules on the QCAA website (Year

12)

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3 THE ASSESSMENT SYSTEM

Assessment is the ongoing process of gathering, analysing and reflecting on evidence to make informed judgments about the achievement or capabilities of individuals and cohorts. Assessment plays an integral role in improving learning and informing teaching with its fundamental purpose to establish where learners are in an aspect of their learning at the time of assessment (Masters, 2014). Coombabah is not only committed to creating relevant assessment designed to gather information and thereby improve teaching and learning, but also improve assessment literacy of our students.

Assessment information has multiple uses, including:• provision of feedback to teachers, such as:

- diagnostic evidence of students’ strengths, ways of learning, areas of development, the depth of their knowledge, and their conceptual understandings, which informs the teacher, so they know what students can do, and what subsequent teaching is required to progress student learning

- identification of students’ learning needs across a range and balance of assessments that enhances teachers’ ability to establish where students are in their learning and to help them attain higher levels of performance

• provision of feedback to students and parents/carers that gives:- clear, specific, meaningful and timely feedback, allowing reflection on the learning process and

collaboration to support future learning and development- evidence of student learning and advice for further progress, underpinning the provision of meaningful

reports/statements to parents/carers and others• development of lifelong learners by enabling students to identify and reflect on the progress they are making,

which is crucial to building self-evaluation, self-efficacy and self-responsibility for in-depth and long-term learning

• refinement of quality teaching, by supporting teacher reflection and professional learning• provision of information for certification• measurement and evaluation of policies, programs, interventions and teaching strategies to provide better

understanding of student achievement and growth

3.1 PRINCIPLES AND ATTRIBUTES OF ASSESSMENTThe following principles form the foundation of beliefs about assessment practices. Recommended that all

teachers have completed the Assessment Courses available on the QCAA Portal.

Assessment should be:• aligned with curriculum and pedagogy• equitable for all students• evidence-based, using established standards/continua to make defensible and comparable judgments about

students’ learning• ongoing, with a range and balance of evidence compiled over time to reflect the depth and breadth of

students’ learning• transparent, to enhance professional and public confidence in the processes used, the information obtained

and the decisions made• informative of where students are in their learning

High-quality assessment is characterised by three attributes:• validity, through alignment with what is taught, learned and assessed• accessibility, so that each student is given opportunities to demonstrate what they know and can do• reliability, so that assessment results are consistent, dependable or repeatable

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3.2 ASSESSMENT LITERACY Assessment literacy is defined as the skills and knowledge teachers require to measure and support student learning through assessment.

Teachers who are assessment literate:• produce quality assessment• demonstrate the required knowledge and skills to validly and reliably assess students’ learning• apply standards/descriptions consistently to and make judgments about students’ learning/work• interpret and apply the feedback and data from assessment to improve teaching and learning

Students who are assessment literate are able to:• understand the purpose of what they are doing• understand the basis on which judgments will be made• demonstrate this understanding through their engagement with assessment• reflect on feedback and apply it in the future

3.3 PROCESS FOR DEVELOPMENT OF ASSESSMENT

3.3.1 Assessment PlansPlanning is undertaken at three levels within the school:

1. Whole School Assessment Plan - map how Coombabah will implement (teach, assess and report on) each learning area and/or subject in Year 7 to Year 12.

2. Year or Band Level Planning guided by the following documents to ensure coverage of all aspects of the relevant achievement standards for each learning area and/or subject:

Year 7 to 10 Programmes

Australian Curriculum Learning Areas Curriculum to Classroom (C2C) planning documents QCARF Essential Learnings and Standards

Years 11 and 12

QCAA Syllabus for General, Essential and Applied subjects VET Training Package QCAA Approved Study Plan VET Training and Assessment Strategy

3. Unit Planning – Teaching and Learning Plans are unit specific and developed in accordance with the above documents. Unit plans forefront assessment and ensure that teaching and learning is provided in ways that meet the learning needs of all students for each learning area and/or subject.

Assessment plans for each unit for each subject must be approved by the Head of Department prior to delivery of the unit. The assessment plan is incorporated into the TLAP documentation and saved to the Coombabah Intranet.

3.4 ASSESSMENT REQUIREMENTS

Year 7 to 10 AssessmentCoombabah plans the assessment program as part of the Year Level Plan. Coombabah determines the technique and frequency of assessment in relation to the requirements outlined in the QCARF.

Summative assessment is detailed in TLAPs to:

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• effectively gather evidence of student achievement against relevant aspects of the achievement standards and the related assessable elements

• allow students to interrelate understandings and skills and demonstrate a range of performance (using the appropriate five-point scale) against relevant aspects of the achievement standard.

Years 11 and 12

There is a range of syllabus types developed by the QCAA and each syllabus type has different assessment requirements. These requirements are described in each syllabus and can be accessed on the QCAA website.

3.4.1 Applied SubjectsCoombabah plans the assessment program as part of the study plan submitted for approval to QCAA.

When planning an assessment program over a developmental four-unit course, Coombabah:• administers assessment instruments at suitable intervals throughout the course• provides students with opportunities in Units 1 and 2 to become familiar with the assessment techniques that

will be used in Units 3 and 4• assesses all of the dimensions as per Syllabus requirements• assesses 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)• assesses only what students have had the opportunity to learn, as prescribed in the syllabus and outlined in

the study plan• For further information, please refer to Page 88 of QCE and QCIA policy and Procedures Handbook 2019 v1.1

on the QCAA website

3.4.2 Essential Subjects There are currently two Applied (Essential) syllabuses: Essential English and Essential Mathematics.

For Units 1 and 2, Coombabah determines the assessment program, tasks and marking guides that are used to assess student responses, reflecting the local context. When planning an assessment program for essential subjects, Coombabah will develop at least two, but no more than four assessments where each unit objective is assessed at least once and students complete at least one assessment for each unit.

For Units 3 and 4, students will complete a total of four summative assessments, three developed by Coombabah 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 will be endorsed by the QCAA before they are administered at Coombabah as a state-wide quality assurance measure.

The CIA for Essential English and Essential Mathematics is based on the learning described in Unit 3 of the relevant syllabus, but is not privileged over other summative internal assessment. The CIA is:• developed by the QCAA• common to all schools• delivered to schools by the QCAA• administered under supervised conditions in Unit 3• marked by Coombabah according to a common marking scheme developed by the QCAA

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 are drawn from the unit objectives and are contextualised for the requirements of the assessment instrument.

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3.4.3 General SubjectsFor Units 1 and 2, Coombabah determines the assessment program, tasks and marking guides that are used to assess student responses, reflecting the local context. When planning an assessment program for General subjects, Coombabah will develop at least two, but no more than four assessments where each unit objective is assessed at least once and students complete at least one assessment for each unit.

For 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.

Coombabah develops three summative internal assessments, which must be endorsed by the QCAA before they are administered with students. Each syllabus provides an ISMG for each summative internal assessment instrument that describes the characteristics evident in student responses and aligns with the identified assessment objectives.

The external assessment is• common to all schools in Queensland• administered by Coombabah under the same conditions at the same time and on the same day as all school

statewide• developed and marked by the QCAA according to a commonly applied marking scheme

3.4.4 Short CoursesShort Courses use two summative Coombabah-developed assessments to determine a student’s exit result. Coombabah develops 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. Annual QCAA quality assurance processes are followed as required.

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.

3.4.5 Vocational CoursesVET subjects are continuously assessed through a variety of competency-based assessment techniques. These assessments are set by the RTO and validated by external Industry agents.

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3.5 COMMUNICATION WITH PARENTS AND STUDENTS

3.5.1 Course Planners Coombabah State High School publishes course planners for each subject at the commencement of each semester via One School. Whilst every effort is made to ensure that these documents are accurate when published, minor changes to assessment due dates may be required due to unforeseen interruptions to learning time. Teachers will advise students of any changes to assessment dates required.

3.5.2 Assessments Schedules An Individualised Assessment Schedule is accessible to students via OneSchool at the end of Week 2 of each term. These assessments schedules include specific draft as well as final due dates for assessments, and must be used by students when developing their Study Plan for the term (including homework, completion of assessment and preparation for exams). Please note that due dates for draft submission as well as final due dates must be strictly adhered to.

3.5.3 Exam Blocks The Exam Block timetable will be completed by the end of Week 2 of the Term that the exams block is being held. Dates of Exam Blocks are published on the school Calendar, so can be accessed via the school website. The Master Exam Timetable and Expectations for Students will be emailed to parents at least two weeks before the commencement of the exam block. Individual Exam Timetables, as well as Expectations for Students will be distributed to the students at least 2 weeks before the exam block. This document will detail any class cancellations.

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4 ASSESSMENT- QUALITY ASSURANCE

4.1 PRINCIPLES OF QUALITY ASSURANCE The quality management system for internal assessment describes the principles and processes required for the quality assurance for all subjects offered at Coombabah. Applied, Essential, General and General (Extension) subjects and Short Courses are further quality assured via QCAA processes.

The QCAA quality assurance process supports Coombabah to develop and implement assessment instruments and ensure consistency of judgments about student responses as well as helping teachers to improve teaching and inform assessment practices.

Quality assurance processes incorporate the following principles:• there is alignment between curriculum, assessment and pedagogy• teachers implement syllabuses and develop curriculum and assessment for students in the local Coombabah

context• teachers make judgments about student achievement using evidence in student work• feedback and professional conversations promote continuous improvement• quality assurance processes help teachers to improve teaching and inform assessment practicesJunior School

4.2 QUALITY ASSESSMENT TOOLQuality assurance of assessment item is required prior to implementation.

Consistent approach – QCAA developed tools for Junior and Senior

The teacher responsible for preparing an assessment item according to the assessment plan must ensure that this is done with sufficient time to apply pre-assessment validation checks. This process will ensure that assessment items:

• provides a suitable context for learners• is accessible to learners• meets subject-specific syllabus requirements for the assessment technique• provides opportunity to collect valid evidence• follows accepted assessment conventions• is comparable across schools -- Align to QCAA Reflection Tools

4.2.1 QCAA Quality Assurance Processes

4.2.2 Applied Subjects Quality assurance process for Applied subjects occurs annually in the summative year, generally at the beginning of Semester 2. For all Applied subjects offered at Coombabah study plans are creates and submits to the QCAA who then reviews and approves them.

The QCAA identifies the subjects to be reviewed after results for Units 1 and 2 have been submitted and determines the sampling pattern as well as the specific student work required for review. For each student sampled, Coombabah submits to the QCAA:• all Unit 1 and 2 assessment instruments developed by Coombabah, and relevant stimulus material where

applicable• the student responses to Units 1 and 2 assessment instruments, with judgments made on marking schemes• summative internal assessment instruments developed by Coombabah for Unit 3

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• student responses to summative assessment instruments for Unit 3, with judgments made on standards matrixes

4.2.3 Applied (Essential) SubjectsEssential English and Essential Mathematics are quality assured by endorsement of summative assessment, administration of a CIA in the summative year and a review of assessment, student responses and teacher judgments. Coombabah submits three summative assessments for endorsement.

The QCAA determines the subjects, the sampling pattern and the specific student work required for review after results for Units 1 and 2 have been submitted by Coombabah.

For each student sampled, Coombabah submits to the QCAA:• all Unit 1 and 2 assessment instruments developed by Coombabah, and relevant stimulus material where

applicable• the student responses to Units 1 and 2 assessment instruments, with judgments made on marking schemes• summative internal assessment instruments developed by Coombabah for Unit 3• student responses to summative assessment instruments for Unit 3, and to the CIA, with judgments made on

standards matrixes

4.2.4 General Subjects

4.2.4.1 Unit 1 and 2 Assessment General Subjects are quality assured by a review of assessment, student responses and teacher judgments. The QCAA determines the subjects, the sampling pattern and the specific student work required for review after results for Units 1 and 2 have been submitted by Coombabah.

For each student sampled, Coombabah submits to the QCAA:• all Unit 1 and 2 assessment instruments developed by Coombabah, and relevant stimulus material where

applicable• the student responses to Units 1 and 2 assessment instruments, with judgments about student’s

demonstration of the unit objectives and a satisfactory or unsatisfactory result

The QCAA review is a quality assurance process that provides Coombabah with advice about assessment and judgments, particularly in ensuring assessment allows students to demonstrate the unit objectives. It also advises whether the evidence in student responses to the assessments match the syllabus reporting standards, reflect the satisfactory or unsatisfactory result recorded by Coombabah for each sampled student for unit.

4.2.4.2 UNIT 3 AND 4 ASSESSMENT (Essential English and Mathematics and all General Subjects)Summative assessment instruments from Units 3 and 4 for Essential English, Essential Mathematics and all General, including General (Extension) subjects must be endorsed by QCAA-trained endorsers before they can be administered at Coombabah.

For endorsement, an assessment instrument is comprised of:• item/s constructed in the assessment template• the ISMG or ISSM provided• stimulus, if required• an answer scheme, for short/combination response examinations

Refer to the QCE and QCIA policy and procedures handbook 2019 v1.1 (QCAA, 2019) for detail regarding the process for instruments that are not endorsed, emergent circumstances, comparable assessment creation (due to illness and misadventure) and specified timelines.

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5 TASK DESIGN AND CONSTRUCTION

5.1 TASK SHEETS AND INSTRUMENT-SPECIFIC MARKING GUIDES (ISMGS)/ CRITERIA SHEETSTeachers design summative assessments that align to the principles of quality assessment: validity, accessibility and reliability. Students must receive a task sheet that details the precise requirements for each assessment item.

Year 11 and 12 task sheets at Coombabah use the template and related marking guide specified by QCAA. Years 7 to 10 use the school-designed template. Subject coordinators and HODs ensure that task sheets are consistent across faculties to maximise task readability and transparency. The Internal Quality Assurance Panel also follows a process for all Year 12 General subjects prior to submission to QCAA for final endorsement.

Task sheets at Coombabah include the following information:

• subject, technique, unit, topic• conditions such as word length, time allocations and method of presentation• context• clear and specific task description • any required stimulus• checkpoints including monitoring and final due dates• objectives (Senior)• authentication strategies including a disclaimer statement that students sign to indicate work is original• specifically state that student drafts must be submitted with the final assessment item if required• scaffolding• marking guide

The teacher must ensure they utilise and incorporate feedback from previous moderation reports about similar assessment items when preparing the new assessment task.

5.1.1 Marking Guides Marking guides are contextualised to the task and specify:

• a purpose statement that describes the focus of the assessment in relation to aspects of the achievement standard being assessed (it foregrounds the relative significance of each assessable element being assessed)

• assessable elements that group the valued understandings and skills described in the relevant achievement standards

• task-specific standard descriptors that describe the range of performances (using a five-point scale) against the aspects of the achievement standard and related assessable elements being assessed

• the appropriate five-point scale that is used to award a level of achievement for the student response that contributes to the student’s assessment folio.

5.2 SCAFFOLDING

5.2.1 Scaffolding for teaching and learningScaffolding is an intentional instructional strategy through which teachers support students to develop greater independence in completing a task or responding to an assessment instrument. Scaffolding may be provided to individuals or to a class of students.

To develop students’ knowledge and skills, teachers gradually release support and responsibility to students over a course of study. (refer to Section 7.1 of QCE Handbook)

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5.2.2 Scaffolding for assessment instrumentsWhen scaffolding in an assessment context, it is important that the integrity of the requirements of the task or assessment instrument are maintained so a student’s response is their own. Scaffolding or task instructions should not lead to a predetermined response or interfere with students’ ability to demonstrate their knowledge and understanding of the relevant criteria.

Scaffolding for assessment instruments in Year 12 should refer to processes or presentation of the response. It should avoid repeating cognitions or the task description.

Scaffolding may include:

providing a timeline or checkpoints that students can use to manage completion of components of the assessment instrument

guiding students to make predictions and/or reflect on their learning to complete the requirements of the assessment instrument

providing prompts and cues for students about the requirements for their response.

5.3 ASSESSMENT CHECKPOINTS Checkpoints may be used by teachers during the assessment period to provide feedback to students on their progress in satisfying the task. The number of checkpoints will vary according to the word length, complexity and timeframe of the task. These are normally scheduled and are incremental within the task at points where a particular part of the scaffolded process has been completed.

Checkpoints are used to motivate students to be organised in their work so that they meet deadlines. They also provide students with critical feedback at regular intervals in the assessment period.

Sufficient in-class time under teacher supervision is allocated to allow students the opportunity to understand, develop and complete a draft of the task. This time is determined by relevant guiding documents from QCAA or Australian Curriculum.

Teachers may use defined checkpoints to:• clarify assessment expectations for students (e.g. task requirements, how judgments are made)• discuss progress towards the task completion• help students develop strategies to submit assessment by the due date• gather evidence on or before the due date• provide points of intervention, if needed• embed authentication strategiesNote: a draft is a specific type of checkpoint, described separately.

5.4 FEEDBACK The purpose of feedback is to provide meaningful information about a student’s strengths and areas for improvement to support them to progress their learning. Effective feedback encourages self-reflection, allows students to actively monitor and evaluate their own learning, and facilitates self-direction and motivation. Together assessment and feedback support continuous, collaborative, active and self-directed learning.

To support evaluation, self-reflection and improved understanding, feedback should be:• ongoing • individualised• specific to the teaching, learning and assessment• related to the standards/descriptions• clear, and in language that is readily interpreted by the intended audiences• timely, so that students can act on it and adjust their learning• collaborative, so that students, teachers and parents/carers all support and participate in the students’

learning

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• delivered in a way to support the learner to reflect, act on the feedback and build their capacity for self-assessment

Possible strategies include:• written feedback• verbal feedback• feedback provided through questioning• a summary of feedback and advice to the whole class

Feedback opportunitiesTeachers provide feedback that varies throughout the teaching, learning and assessment process. Opportunities for feedback in the classroom may include:

ensuring a positive learning environment where students are aware of the protocols and practices for giving and receiving feedback in a constructive way

reviewing how students are working towards their learning goals working with students on classroom tasks in preparation for the assessment task encouraging a classroom culture that supports students to appropriately give and receive feedback when

peer editing enabling students to practise self-assessment, such as using checkpoints — key stages in the assessment

process at which students engage with peers and/or the teacher to check they are on track for both content and assessment conditions, e.g. mode, response length.

5.5 DRAFTINGA draft is a preliminary version of a student’s response to an assessment instrument. The quality of a draft may vary from a brief outline to a response that is nearing completion. A draft can be used to provide feedback on a response as well as to authenticate student work.

The type of draft students submit differs depending on the subject and assessment technique. For example, if an assessment instrument requires a presentation as the response, a draft might be a rehearsal of this presentation.

5.5.1 Providing feedback on a draft Before submitting a draft, students may be required to develop an outline or discuss their approach with the class teacher.

Feedback should encourage a student to reflect on strategies they might use to refine their response. In providing feedback on a draft, teachers indicate aspects of the response that need to be improved or developed to meet the requirements of the assessment instrument, ISMG, instrument-specific standards or syllabus standards.

Providing feedback is a consultative process, not a marking process. Teachers should not allocate a result for the draft student response.

Teachers may also present feedback on a written or spoken draft in a variety of ways, e.g. orally, in writing, to an individual or the whole class, and/or through questioning.

Teacher feedback on a draft may include advice to:• consider other aspects of the text, report, performance or activity• develop the response to show more awareness of the intended audience or purpose• rearrange the sequence and structure of the response to prioritise the most important points• investigate further to expand the response• synthesise the response by editing or removing excess information.

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ParametersWhen giving feedback on a draft, a teacher:

• may provide feedback on a maximum of one draft of each student’s response• may, for a written response, indicate key errors in spelling, grammar, punctuation and calculations. They

may also remind the student that the draft requires more editing, but should not edit or correct all errors in the draft

• may, for a spoken response, indicate ways to improve spoken/signed and nonverbal features in the student’s presentation

• should encourage the student to reflect on strategies they might use to refine their response, drawing attention to aspects of the response that need to be improved or developed to meet the requirements

• should not introduce new ideas, language or research that would compromise the authenticity of student work.

Feedback on a draft should form only one part of the feedback the teacher provides to a student throughout their study. (Refer to QCAA Advice on Feedback: Information for Teachers)

RESPONSIBILITIES Teachers must

provide feedback once for all assessment tasks, which permit it, or up to the maximum number indicated by DET or QCAA guidelines

ensure feedback on a draft does not compromise the authenticity of student work. set a clear date and time for draft submission (this should be sufficient to allow student to make required

changes in accordance with syllabus guidelines) set a clear date for return of feedback to student – this should be determined by the Head of Department

and teachers when developing the TLAP and assessment schedule provide a summary of their feedback and advice to the whole class when it has been identified that there

is a common issue across many students’ responses, it may be more appropriate to correct their errors through Instructional Feedback

retain a copy of all drafts submitted. In the case where an assessment item is not submitted on the due date and there has been no extension granted, the teacher will grade the draft and / or other evidence that has been collected prior to the due date

notify parents by phone or email as soon as practicable if a student fails to submit a draft. Record this contact on OneSchool and refer to Head of Department.

Students must

submit drafts directly to the class teacher by the prescribed date in person, via email or via another method arranged by the teacher e.g. Sharepoint, Class OneNote, digital drop box.

students in senior years in General Subjects are required to submit their written drafts electronically using SafeAssign via the Learning Place to ensure authenticity at this stage.

Parents

Encourage and support student to submit drafts on time Contact the teacher or Head of Department if the student is not able to submit the draft on time.

5.6 MISSED CHECKPOINTS Teachers are required to contact parents / carers by email. This contact will be recorded on OneSchool and referred to Head of

Department provide classroom-based strategies to ensure the student can catch up e.g. lunchtime or afterschool

detentions

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5.7 LATE OR NON-SUBMISSION OF DRAFTSWhen drafts are not submitted by the prescribed date or fail to submit a draft, after reasonable attempts:

The student:

will forfeit their opportunity for individual feedback will be required to provide evidence that the work submitted is original in the senior phase, may move to the next stage of the cancellation of enrolment process.

Teachers will:

contact parents / carers by phone or email. This contact will be recorded on OneSchool and referred to Head of Department.

Reasonable attempts by the teacher may include contacting student and parent via phone or email to remind them of the due date of draft and consequences for failing to submit drafts. Attempts to detain student will be in the student’s own time to gain a draft submission. This may be in a teacher-supervised detention or after school detention organised by the Head of Department.

5.8 STRATEGIES FOR MANAGING RESPONSE LENGTH When developing and implementing an assessment instrument, schools should consider how to ensure that students are able to demonstrate their knowledge and skill within the required length. Teachers may:

develop valid assessment instruments (appropriate for endorsement where applicable) of suitable scope and scale to allow students to produce a complete response within the required length indicated by the syllabus

implement teaching strategies that provide students with opportunities to learn effective skills for responding to assessment instruments using genres within the subject

provide students with examples of responses that are within the required length model how to create and edit a response that

- is relevant to the task and objectives being assessed - meets length requirements - provides students with feedback if the draft response does not match the required length.

5.8.1 Guidelines about the length of a response Elements to be included in or excluded from the word length or page count of a written response are provided in the following table:

Word length Page count

Inclusions all words in the text of the response title, headings and subheadings tables, figures, maps and diagrams containing

information other than raw or processed data quotations footnotes and endnotes (unless used for

bibliographical purposes)

all pages that are used as evidence when marking a response

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Exclusions title pages contents pages abstract raw or processed data in tables, figures and

diagrams bibliography reference list appendixes* page numbers in-text citations

title pages contents pages abstract bibliography reference list appendixes*

* Appendixes should contain only supplementary material that will not be directly used as evidence when marking the response.

Students should:

• develop a response of the required length (neither significantly over or under the required length)• respond to draft feedback about the length of their response• document the length of their response using a word count, page count or time.

5.9 AUTHENTICATING STUDENT RESPONSES Accurate judgments of student achievement can only be made on genuine student assessment responses. Schools and teachers should have strategies in place to ensure authenticity of student responses. Teachers are best positioned to determine authenticity of student work and are responsible for ensuring that it complies with syllabus requirements.

5.9.1 Strategies for establishing authorship When developing an assessment instrument, schools should consider how student authorship of final responses will be established. Teachers may:

set an assessment task that requires each student to produce a unique response vary assessment tasks each year so students are unable to use other students’ responses from previous

years set aside sufficient class time for students to complete the assessment task and for teachers to monitor

the development of the response.

Teachers can collect evidence during the development of responses in order to establish authorship of final responses. Teachers may:

monitor, collect or observe progressive samples of each student’s work at various stages. This process could be documented using an authentication record, checklist or photographs

interview or consult with each student at checkpoints during the development of the response to ensure that it is based on the student’s own work.

To establish authorship of final responses, teachers may: directly compare the responses of students who have worked together in groups for text, analyse final student responses using plagiarism-detection software, if available interview a sample of students after their responses have been submitted to determine their

understanding of and familiarity with their responses use internal quality assurance processes such as cross-marking if there is more than one class for a

subject cohort.

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5.9.2 Responsibilities for establishing authorship Teachers, students and parents/carers have specific responsibilities for establishing authorship of responses.

Teachers should: take reasonable steps to ensure that each student’s work is their own across a range of conditions,

particularly when students have access to electronic resources, are preparing responses to collaborative tasks, and have access to others’ ideas and work

collect evidence of the authenticity of student responses throughout the process (such as classwork, outlines, plans or a draft).

Students should: • complete responses during the designated class time to ensure teachers are able to observe the

development of work and authenticate student responses • participate in authentication processes as required by schools, such as to sign a declaration of authenticity • submit a draft • submit the final response using plagiarism-detection software, where required • participate in interviews during and after the development of the final response.

Parents/carers should: • support the efforts of teachers and students to authenticate student responses by ensuring that tutors,

family members or others who support students are aware of and follow the guidelines for drafting and providing feedback on a draft student response (see Section 7.2.2: Drafting).

5.9.3 Inability to establish authorship To make judgments about student achievement, schools must have sufficient evidence of the student’s own knowledge and skills to match with the relevant instrument-specific marking guide (ISMG), instrument-specific standards or syllabus standards.

Responses that are not the student’s own cannot be used to make a judgment. When authorship of student work cannot be established, or a response is not entirely a student’s own work, the school will:

• provide an opportunity for the student to demonstrate that the submitted response is their own work • make a judgment about the student’s knowledge and skills using the parts of the response that can be

identified as the student’s own work.

In these instances, judgments about student achievement are made using the available student work and relevant ISMG, instrument-specific standards or syllabus standards.

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6 ASSESSMENT SUBMISSION PROCESS

Final copies of assessment items must be submitted by the due date as prescribed in the conditions of assessment. The conditions will outline acceptable method of submission i.e. in person or electronically.

Due date will be the first lesson of the week for that class. The reason for this is to allow a weekend for students to work on final submission.

Students who are unable to submit assessment during that lesson must submit the task either directly to their teacher or to the school administration by 4pm on the same day.

6.1.1 In person The student will:

• submit completed assessment to the teacher during the due date or • submit completed assessment to the school office and • be provided with a receipt

6.1.2 Via email Check to ensure that the program used at home is compatible with school software. If your teacher is unable to download your assignment then your assignment will be deemed late. Assignments must be emailed directly to the class teacher during or before the due date. Emails must reach the school before 4:00pm otherwise the assignment is considered late. All emails must have two attachments—the assignment as one attachment and the assignment cover

sheet as the second attachment. The reply email will be sent from the teacher as proof of receipt.

6.1.3 Via other methods Some subjects, including IT subjects, Film Television and New Media and Graphics, will make use of digital

drop boxes or OneDrive. Teachers of these subjects will advise students if this is the preferred method of assessment submission. Items must be placed in the digital drop box before 4:00pm otherwise the assignment is considered late.

In practical subjects, including Visual Art and Manual Arts subjects, assessment items may be too large to submit in person through school office. Teachers of these subjects will advise students of how these tasks need to be submitted.

Technology malfunction is not an acceptable excuse for non-submission of assessment. Please note: The student is responsible for ensuring that all assessment work, including drafts that are prepared using computers is saved into a minimum of two devices, eg USB, hard drive, cloud storage. This minimises the risk to students of receiving a non-submit for failing to hand in assessment.

6.2 ABSENT ON DUE DATE FOR ASSESSMENT OTHER THAN EXAMINATIONSWhen a student does not submit a response to an assessment instrument on or before the due date set by the school, a result should be awarded using any evidence from the preparation of the response that is available on or before the due date, e.g. class work, a draft, rehearsal notes, photographs of student work, teacher observations.

If a student is eligible for AARA and an extension of time is granted, this becomes the new due date for this student.

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It is not appropriate to award a lower result, mark or standard as a penalty for late or non-submission, as evidence is to be matched to the relevant syllabus marking guides or standards.

• For all subjects, an E cannot be awarded when there is no evidence for that standard.• For General and General (Extension) subjects, a mark of zero for the internal assessment instrument

cannot be allocated if there is no evidence.• In all these cases, the only result that can be awarded is Not-Rated (NR).

6.2.1 Student Absent on Due Date• When a genuine reason exists every effort to submit the assessment task on that day must be made. • The parent or guardian must contact the Head of Department on the day the assessment task is due

to explain the situation. • If acceptable AARA evidence and documentation has been provided, the student must hand in or

complete the assessment task on the revised due date. (Refer Section 9: AARA and Special Provisions)• The Guidance Officer will deem whether evidence and/or documentation is acceptable.• If final assessment is not submitted in adherence to these conditions (ie. acceptable evidence and

documentation has not been provided), the final result will be based on the work completed in class and/or rough draft submitted by the student during the assessment task process. Teachers will have in place systems which monitor progress of the assessment.

• Students on suspension are required to submit assessment by the due date.

6.3 NON-SUBMISSION OF AN ASSESSMENT TASK When a student does not submit a response to an assessment instrument on or before the due date set by the school, a result should be awarded using any evidence from the preparation of the response that is available on or before the due date, e.g. class work, a draft, rehearsal notes, photographs of student work, teacher observations.

If a student is eligible for AARA and an extension of time is granted, this becomes the new due date for this student.

• If the student has not submitted a response in class, and no evidence has been collected by the teacher across the duration of the assessment, the student will be required to attend lunch or after school detention with their teacher or Head of Department on the day the assessment is due.

• Students who habitually fail to hand in assessment on time will be referred to the Year Level Dean and/or the support team.

• Failure to submit assessment on time must be recorded in OneSchool following contact home by the classroom teacher.

• Consideration needs to be given as to whether a level of achievement can be awarded for the semester where non-submission occurred. The Head of Department in consultation with the relevant Deputy Principal will make this judgement.

• Permission cannot be given for students to absent themselves from normal lessons during normal school time in order to complete assessment tasks.

6.3.1 Spoken / multimodal presentationsStudents who refuse to present a spoken / multimodal presentation will be deemed to have not completed the assessment task.

Students who have an approved AARA or special provision, with supporting documentation, will be provided with an approved adjustment such as:

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Presenting at lunch time to the teacher Presenting at lunch time to the teacher and a small audience of the student’s choosing Submitting a video recording of the presentation

Alternative presentation formats can only be considered if they align with the syllabus requirements for the subject and the reason is a recognized Special Provision or AARA.

6.3.2 Group assessmentIn the situation that one or more members are absent on the date of a group assessment, the remaining members of the group must submit the elements of the task they were responsible for and, in the case of performances / presentations, present using “fill in” group members taking on the roles of the absent students. When the absent group member returns, the group will re-present at the soonest possible time. Students who have presented at school on the due date and followed this Assessment Policy will be assessed without penalty.

6.4 MISSED EXAMINATIONS

6.4.1 Advance Notice Parents must complete an ‘Extended Absence’ form to advise the school of an unavoidable impending

absence immediately when they become aware of it. Documentary evidence must be supplied (e.g. Medical Certificate). The Head of Department will

determine the possibility of, and circumstances regarding, the rescheduling of a missed exam. The examination must be completed on or before the due date.

Unacceptable reasons for missing an exam include:

• Family holiday• Truanting• Non-urgent appointments e.g. dental check-ups, sitting a Drivers Licence test• “Forgetting” or misreading the Assessment Block schedule

If a student is absent from an exam for an unacceptable reason, this will be considered a refusal to participate in the program of instruction.

6.4.2 Unforeseen Circumstances due to illness or misadventure (AARA)If a student is absent on the day of an exam, they should:

Have their parent phone the office/relevant Head of Department to explain the reasons for their absence. Immediately upon their return to school the students will provide the required documentation (e.g.

Medical Certificate) confirming earlier phone contact with the Head of Department. Head of Department will determine the approved action regarding the rescheduling of the missed exam. For students in Years 11 and 12 AARA must be applied as per the QCAA QCE and QCIA Handbook.

6.4.3 Students on SuspensionStudents on suspension, at the discretion of the appropriate Deputy Principal and in consultation with the relevant HOD, will be given the opportunity to complete any examination as scheduled during their suspension period.

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7 COOMBABAH EXAM ADMINISTRATION GUIDE

All Unit 1, 2, 3 and 4 General and Essential subjects must follow the guidelines as stipulated in the QCE and QCIA policy and procedures handbook 2019 v1.1 (QCAA, 2019) and External Assessment Administration Guide (see Appendix)

7.1 YEAR 7 TO 10 AND APPLIED SUBJECTS IN UNITS 1, 2, 3, AND 4

7.1.1 Room Layout Seat students separately All materials relevant to the exam in the assessment room is to be removed or concealed

7.1.2 Late Arrival: External Exams (NAPLAN, QCAA) Students who arrive up to 10 minutes after the start time may be admitted to the session, and their finish

time adjusted accordingly. Students more than 10 minutes late will not be admitted to the session and report to Student Services.

7.1.3 Early Departure Students may not leave the session early, except for welfare reasons.

7.1.4 Equipment All student equipment necessary for the assessment is to be presented for inspection in a clear plastic zip

lock bag or container Electronic devices, including mobile phones and smart watches are not permitted during the assessment

time. These are to be stored in a box provided by the teacher and kept at the front of the room. AARA approved items. Items must be in a clear plastic zip lock bag or container. Water bottles are to be

clear and labels removed.

7.1.5 Protocols Students are not to communicate with each other once they enter the assessment room Students are to signal teachers by raising their hand and waiting quietly Teachers are to ensure correct equipment is provided by and for the students. Equipment may be

supplied for students, however, a consequence for unprepared students should be issued. Perusal time must be set and adhered to. There is to be no writing or use of calculators during this time. Teachers are to display the following on the Whiteboard:* Start perusal time

o Start working timeo One hour remaining timeo 30 minute remaining timeo 10 minute remaining timeo Finish time

Students are to remain quiet and in their seats until all work is collected Students may not complete any other activity during an examination.

7.1.6 Student Misbehaviour All students are expected to behave respectfully and responsibly during exam sessions. Any student whose intentional behaviour causes an interruption during an exam will be issued with

consequences in line with Coombabah SHS’s PB4L Behaviour Plan

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7.2 EXAMINATION BLOCKThe purpose of the Examination Block is to:

Provide students with flexible study time during the intensive assessment period. Provide opportunities for assessment items to be completed that are longer than 55 minutes in duration

and cannot be completed in a single lesson. Ensure that all students studying the same subject complete exams under the same conditions

simultaneously, thereby ensuring exam security (i.e. classes are not advantaged or disadvantaged by sitting the exam before / after other classes).

Allow for extended tutorial sessions, particularly in Applied and VET courses.

Assessment block schedules are distributed to students and published on the school website at least two weeks prior to commencement. Students who have more than three exams in one day should see the relevant Heads of Departments or a Deputy Principal to negotiate alternative times.

Students who are unable to attend an exam at a scheduled time must follow the protocols outlined in this Assessment Policy.

Expectations of students during Assessment Block Students must:

Wear full school uniform including appropriate footwear and jewellery. Uniform slips will be expected for any variation in uniform (including non-school jumpers). Students may not be allowed to start their exam until they have fulfilled this requirement.

Arrive at school at least 15 minutes before the start of the scheduled exam or tutorial. Students must be responsible for being in the right place, on time.

Have all the necessary equipment (e.g. pen, spare pens, calculator, writing paper). Turn mobile phones off during exams (not put into silent mode). Mobile phones should be left in bags,

and must not be used during exams. Note: This means students cannot use the calculator function on their phone for the exam.

Place bags under the chair or in an area designated by the Chief Supervisor during exams, so that they are out of the way of supervisors.

Stay in the exam room for the length of the exam. Be silent at all times in the exam room, including when dismissed if students are remaining for additional

time.

Students may study or complete assignment work at school during the Assessment Block; however, they are expected to be working in the library unless prior arrangement has been made with the class teacher to use specific rooms with specialist equipment (e.g. art rooms). Students are not to work at tables in the school yard as Years 7-10 students are still in regular classes completing assessment and cannot be disturbed.

7.3 EXTERNAL EXAMINATION ADMINISTRATION YEAR 12Refer to the QCE and QCIA policy and procedures handbook 2019 v1.1 (QCAA, 2019) for more information regarding how External Assessments are held. Also refer to External Assessment – Administration Guide.

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8 ACADEMIC INTEGRITY

8.1 UNDERSTANDING ACADEMIC INTEGRITYAcademic integrity requires academic responsibilities to be approached in an honest, moral and ethical way. Coombabah promotes academic integrity through:

• ensuring all Senior School students complete the QCAA Academic Integrity unit on-line• ensuring teachers, students and parents/guardians/caregivers have a clear shared understanding of

expectations for academic integrity• implementing programs to improve students’ academic skills• explicitly teaching the use of appropriate processes and materials in academic work, including an

understanding of ownership of information, ideas and images• communicating the consequences and implications of academic misconduct clearly throughout the school

community

8.2 PROMOTING ACADEMIC INTEGRITYCoombabah promotes academic integrity by developing students’ skills and modelling appropriate academic practice.

Students are able to demonstrate what they know and can do by the due date when they understand:

• forward planning — understanding the components of a task and how long each component might take to complete

• time management — implementing a plan to achieve the assessment outcome, incorporating adjustments to this as needed (e.g. allowing for unexpected events such as issues with technology or changes in personal circumstances)

• note-taking and summarising — synthesising research or gathering information into a new idea or summary• referencing — appropriately acknowledging the ideas, work or interpretation of others• choosing appropriate examples — selecting appropriate quotes or examples to support an argument or

communicate meaning• editing — refining their own work• checking — self-assessing compliance with academic integrity guidelines before submitting responses

8.3 MISCONDUCTAcademic misconduct incorporates a broad range of behaviours by which students inappropriately and falsely demonstrate their learning. Coombabah uses strategies to minimise opportunities for academic misconduct, particularly in managing the following types of misconduct:

Types of academic misconduct and examples of behaviours. The types of misconduct and examples listed are not exhaustive.

Type of Misconduct ExamplesCheating while under supervised conditions

A student: Begins to write during perusal time or continues to write after the instruction to

stop writing is given Uses unauthorised equipment or materials Has any notation written on the body, clothing or any object brought into an

assessment room Communicates with any person other than a supervisor during an examination,

eg through speaking, signing, electronic device or other means such as passing notes, making gestures or sharing equipment with another student

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Collusion When: More than one student works to produce a response and that response is

submitted as individual work by one or multiple students A student assists another student to commit an act of academic misconduct A student gives or receives a response to an assessment

Contract cheating A student: Pays for a person or a service to compete a response to an assessment Sells or trades a response to an assessment

Copying work A student: Deliberately or knowingly makes it possible for another student to copy

responses Looks at another student’s work during an exam Copies another student’s work during an exam

Disclosing or receiving information about an assessment

A student: Gives or accesses unauthorised information that compromises the integrity of

the assessment, such as stimulus or suggested answers/responses, prior to completing a response to an assessment

Makes any attempt to give or receive access to secure assessment materialsFabricating A student:

• Invents or exaggerates data• Lists incorrect or fictitious references

Impersonation A student: arranges for another person to complete a response to an assessment in his or

her place, eg impersonating the student in a performance or supervised assessment

completes a response to an assessment in place of another studentMisconduct during an examination

A student distracts and/or disrupts others in an assessment room.

Plagiarism or lack of referencing

A student completely or partially copies or alters another person’s work without attribution (another person’s work may include text, audio or audio-visual material, figures, tables, design, images, information or ideas.

Self-plagiarism A student duplicates work or part of work already submitted as a response to an assessment instrument in the same or any other subject.

Significant contribution of help

A student arranges for, or allows, a tutor, parent/carer or any person in a supporting role to complete or contribute significantly to the response

8.3.1 Consequences for Academic MisconductWhere academic misconduct is detected or suspected:

At Drafting:• the teacher will clearly indicate to students the section/s of suspected academic misconduct and the need for

the student to significantly amend the work• record concerns and notify relevant Head of Department• inform parent of concerns and record contact in OneSchool

At Final Submission: the student is to be interviewed and given the opportunity to prove ownership or authenticity of the work if academic misconduct is proven the Head of Department will award a result based on the original

component of the task completed

During an examination: the supervising teacher will first enact classroom management techniques depending on the type of

misconduct, such as verbal warning to cease disruptive behaviour

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if academic misconduct behaviour continues the offending student will be removed from the examination and the teacher will contact the relevant Head of Department who will contact the student’s parents and record the incident and parental contact on OneSchool

The relevant Head of Department will set a behaviour consequence and award a result based on the work completed that is original student work

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9 ACCESS ARRANGEMENTS AND REASONABLE ADJUSTMENTS (AARA) AND SPECIAL PROVISIONS

The Queensland Curriculum and Assessment Authority (QCAA) recognises that some students have disability, impairment and/or medical conditions, or experience other circumstances that may be a barrier to their performance in assessment. Access arrangements and reasonable adjustments (AARA) are designed to assist these students.

AARA minimise barriers for eligible students to demonstrate their learning, knowledge and skill in assessment. Schools use the information in this handbook to inform their decisions about appropriate adjustments and arrangements for Applied, Applied (Essential), General, General (Extension), Short Course and Senior External Examination assessments.

Access arrangements are action/s taken by the school so that a student with an eligible impairment that may not be covered by the definition of disability can access assessment. Reasonable adjustments are action/s taken by the school so that an eligible student with impairment as a result of disability and/or medical conditions or experiencing other circumstances creating a barrier to the completion of assessment can be assessed.

The Disability Discrimination Act 1992 (DDA) and the Disability Standards for Education 2005 (DSE) seek to eliminate, where possible, discrimination against people with disabilities. Compliance with these documents ensures students are provided with opportunities to realise potential through participation in education and training.

The following principles inform the decision the school will make about AARA.

Consultation —Decisions are made in consultation with the eligible student and, when appropriate, parents/carers, relevant school staff and the QCAA.

Timeliness —AARA are planned and negotiated as early as possible so that eligible students are supported appropriately to participate in, and complete the requirements for, a course of study and assessment. Schools identify and minimise barriers that prevent students from demonstrating their current knowledge and skills. Reasonable adjustments are made to assessment conditions to make assessment accessible for all students so that students have opportunities to demonstrate the assessed knowledge and skills.

Standards-based assessment —The relevant exit or reporting standards are used to make judgments about student achievement. The school is required to maintain the intent and rigour of assessment and any other requirements or components that are inherent or essential to a course of study. Assessment standards and instrument-specific marking guides (ISMGs) are used to make judgments about student work and are not modified. Actual achievement is assessed using evidence provided in student responses, rather than perceived ability or potential achievement.

Effects of AARA —Schools consider the effect of AARA on the student, including the effect on the student’s ability to achieve learning outcomes, participate in courses of study and the effect on their independence and demonstration of their knowledge and skills. Students should have opportunities to demonstrate a response to assessment that is their own work. AARA are applied on a case-by-case basis with both the individual student needs and the assessment technique or task taken into consideration. Schools consider the identified disability, impairment and/or medical condition and the functional impact on the student’s capacity to undertake particular requirements of an assessment. A student may not need or want adjustments for some assessment techniques or instruments, or may need different adjustments in different assessments.

Flexibility —Schools review the AARA provided and assess whether changes are needed over the duration of a student’s schooling to allow for the changing needs of the student over time.

Schools make decisions about AARA for Units 1 and 2. They ensure that for Applied, Applied (Essential) and General subjects the AARA implemented for an eligible student for assessment in Units 1 and 2 are aligned to those that are available for summative assessment in Units 3 and 4. The provision of AARA for assessment in Units 1 and 2 by a school is not a guarantee that students will be provided the same access or the same adjustments for assessment in Units 3 and 4.

9.1 ELIGIBILITY FOR AARAAARA are provided to minimise, as much as possible, barriers for a student whose disability, impairment, medical condition or other circumstances may affect their ability to read, respond to or participate in assessment.

These barriers fall into three broad categories:

Permanent Temporary Intermittent

The QCAA used broad application categories for AARA eligibility:

Cognitive Physical Sensory Social / emotional

Students may also be eligible for AARA where illness and misadventure (i.e. unforeseen circumstances) or other situations may prevent students from demonstrating their learning, knowledge and skill in internal and/or external summative assessment. The QCAA will also consider applications for certain cultural obligations or personal circumstances.

9.2 INELIGIBILITYStudents are not eligible for AARA on the following grounds:

unfamiliarity with the English language teacher absence or other teacher-related difficulties matters that the student could have avoided (e.g. misreading an examination timetable, misreading

instructions in examinations) matters of the student’s or parent’s/carer’s own choosing (e.g. family holidays) matters that the school could have avoided (e.g. incorrect enrolment in a subject).

9.3 REPORTING AND APPROVING AARAAccess arrangements and reasonable adjustments (AARA) for summative assessment in Applied, Applied (Essential), General, General (Extension), General (Senior External Examination) syllabuses and Short Courses may be either principal-reported or QCAA-approved.

Principal-reported AARA are specific practical arrangements and adjustments authorised by the principal or principal’s delegate for an eligible student.

In approving AARA, a principal or principal’s delegate must:

be reasonably satisfied that the need for the AARA exists be able to provide evidence to justify the decision.

Schools must notify the QCAA, via the QCAA Portal, of principal-reported AARA for students undertaking summative internal assessment in Units 3 and 4 of Applied, Applied (Essential), General and General (Extension) subjects, and for summative external assessment in General, General (Extension) and General (Senior External Examination) subjects.

Schools retain supporting documentation for principal-reported AARA. Schools may be required to supply a copy of supporting documentation as part of the quality assurance processes for AARA or as part of a review process. The QCAA publishes timelines for principal-reported AARA to enable schools to meet their reporting requirements.

The QCAA is responsible for approving identified AARA for students undertaking summative assessment in Units 3 and 4 of Applied, Applied (Essential), General and General (Extension) subjects, summative assessment for Short Courses and for external assessment in General, General (Extension) and General (Senior External Examination) subjects, as defined in the table below.

QCAA-approved AARA are specific practical arrangements and adjustments that can only be approved by the QCAA following consideration of supporting documentation submitted with the AARA application via the QCAA Portal.

Schools must submit applications for QCAA-approved and/or notify principal-reported AARA to the QCAA on students’ behalf, via the QCAA Portal.

Adjustments for which schools are required to apply to the QCAA:

Type of assessment Adjustment

Summative assessment – internal and external extra time and/or rest breaks

Summative external assessment or Senior External Examination

extra time and/or rest breaks format of papers assistance assistive technology, including the use of a

computer a reader and/or scribe a change of venue (changes to rooms should be

recorded)

Further information around AARA conditions can be found in the attached information sheets and also via the QCAA portal.

Use of Computers Readers and Scribes Rest breaks

9.4 APPLICATION AND NOTIFICATION PROCESSSchools must submit applications for QCAA-approved and/or notify principal-reported AARA to the QCAA on students’ behalf, via the QCAA Portal.

Early applications for all AARA are recommended to ensure timely decisions and confidence for students. Applications submitted close to the due date for assessment should not be for known long-term conditions.

Schools must submit an application to the QCAA, via the QCAA Portal, for QCAA-approved AARA for students undertaking summative internal and external assessment in Units 3 and 4 of Applied and General subjects, and for assessment in General (Senior External Examination) subjects and Short Courses.

For more information see Section 6.5.1: Supporting documentation.

Schools must notify the QCAA, via the QCAA Portal, of principal-reported AARA for students undertaking summative internal assessment in Units 3 and 4 of Applied and General syllabuses, and for assessment in General and General (Senior External Examination) subjects and Short Courses.

Timelines for principal-reported and QCAA-approved AARA

Type of AARA Unit 3 and 4 General subjects— internal assessments

Unit 3 and 4 General subjects external assessments and

General (SEE) subjectsAlternative format papers,

e.g. braille large print

Due dates are determined by the school.

Applications are due by the end of February in the summative year.

Late applications may not be considered, as significant advance notice is required for design and production.

QCAA-approved AARA (including in combination with principal- reported AARA)

For existing long-term and chronic conditions — applications are due by completion of Units 1 and 2.

For all others, applications are due as soon as possible before the assessment event.

For existing long-term and chronic conditions — applications are due by the end of Term 1 in the summative year.

For short-term conditions or temporary injuries that are unlikely to resolve before mid-October — applications are due by the end of Week 5 Term 3 in the

summative year.

Principal- reported AARA only

Notification is due prior to the relevant confirmation event (see Section 9.4.1: Confirmation process).

Notification is due by the end of Term 3

9.5 SUPPORTING DOCUMENTATIONA school statement is to be submitted with all applications for QCAA-approved AARA. It provides, for each student requiring AARA:

a detailed overview of the observed impact of the student’s disability and/or medical condition on the student’s functioning during timed assessment

a description of how the disability, impairment and/or medical condition is a barrier to the student’s access to the assessment and/or to the student’s ability to communicate a response to assessment

a list of the student’s previous use of AARA in the school environment and the effectiveness of each AARA in removing barriers for the student in accessing assessment and demonstrating what they know and can do. Students should have AARA in place during teaching and learning for the disability, impairment and/or medical condition.

The school statement should be prepared by the staff member most familiar with the needs of the student in relation to their disability, impairment and/or medical condition.

Except with the prior written agreement of the QCAA, applications for QCAA-approved AARA that are submitted by the main learning provider without an appropriate school statement will be declined until the appropriate evidence is provided.

9.5.1 Medical reportNotifications of principal-reported AARA and applications for QCAA-approved AARA require the submission of a medical report that provides:

diagnosis of disability and/or medical condition date of diagnosis date of occurrence or onset of the disability and/or medical condition symptoms, treatment or course of action related to the disability and/or medical condition information about how the diagnosed disability, impairment and/or medical condition affects the student

participating in assessment, particularly timed assessment when considering external assessment professional recommendations regarding AARA.

The medical report must be completed on the QCAA’s medical report template that can be accessed via the QCAA Portal.

The medical report must be completed by a relevant practitioner who is a general practitioner (GP), medical specialist, or psychologist (registered under Queensland’s Medical Practitioners Registration Act 2001 and/or Queensland’s Psychologists Registration Act 2001), and who is not related to the student or employed by the school. Schools contact the QCAA for advice if a student is unable to provide a medical report.

9.5.2 Illness and misadventureStudents whose ability to attend or participate in an assessment is adversely affected by illness or an unexpected event may be eligible for provisions for illness and misadventure. Illness and misadventure can affect a single student or a group of students.

The following principles apply:

The illness or event is unforeseen and beyond the student’s control. An adverse effect must be demonstrated. The situation cannot be of the student’s own choosing or that of their parents/carers, such as a family

holiday. Schools implement principal-reported AARA when possible, before considering an application for illness

and misadventure. An illness and misadventure application cannot be made for the same condition or circumstances for

which QCAA-approved AARA have been approved, unless it can be demonstrated that a significant deterioration or complication of the condition occurred that diminished the student’s performance in external assessment.

9.5.3 Non-attendance during internal assessmentA student who is ill and unable to attend school for internal assessment should inform the principal’s delegate or assessment supervisor as soon as practical. This may be before, during or immediately after the assessment

session. Principal-reported AARA must be implemented to provide opportunities for the student to complete the assessment. Arrangements such as comparable assessment and extensions may be considered when illness or misadventure is established.

Where the school has attempted to implement principal-reported AARA, or principal-reported AARA is unable to be implemented due to the illness or event, and therefore the student is unable to provide a response to a summative internal assessment, the school may use evidence gathered by the student’s teacher during the assessment preparation time, for example, draft work, to make a judgment about the student’s work. This evidence should only be used once other AARA have been exhausted. This evidence should be available for quality assurance processes.

Where the school is unable to provide any evidence of a student response gathered during the assessment preparation time, and the student is unable to provide a response to a summative internal assessment with AARA, but has completed the required learning as outlined in the relevant syllabus or course, the school or student should complete an application for illness and misadventure provisions.

An illness and misadventure application should only be made once all principal-reported AARA have been exhausted.

Schools complete the application and provide supporting documentation via the QCAA Portal.

9.6 SPECIAL PROVISIONS YEARS 7 - 10

Special provisions in the conditions of assessment are applied consistently across the school in Years 7 to 10. All students are entitled to demonstrate their knowledge, understanding and skills in response to assessments. Schools and teachers support all students to participate in assessment and demonstrate the full extent and depth of their learning. Special provisions in the conditions of assessment reflect differentiation, or adjustments, made to curriculum delivery.

Special provisions are not adjustments to the relevant achievement standard on which student work is judged. They do not involve compensating for what the student does not know or cannot do.

Types of special provisions

Special provisions in the conditions of assessment may include:

• presentation – changing how an assessment appears or is communicated to a student from the regular format. For example, being read to rather than reading unless reading itself is what is being assessed. • response – allowing students to complete assessments in different ways such as using computer software or an assistive device to solve and organise problems when this does not compromise what is specifically being assessed. • setting – changing location including the physical or social conditions in which the assessment is completed. • timing – allowing the student a longer time to complete the assessment, or change the way the time is organised or when the assessment is scheduled.

Who should be considered for special provision?

Any student who has a specific educational need may be considered for special provision including students:

• with educational needs arising primarily from socio-economic or cultural factors • with disability such as those of a sensory, motor and/or neurological nature • for whom English is an Additional Language or Dialect (EAL/D) • who are gifted or talented • with short-term impairments such as glandular fever or fractured limbs.

10 REPORTING PROCESSESAcademic reporting involves communicating information to parents, carers and students about student achievement and progress for each learning area/subject undertaken, at a point in time. Reporting builds the school-parent partnership to improve student learning. School reporting processes are clear and transparent for parents, so they understand: the learning expectations for the student; the student’s achievement against expected standards; how well the student is engaging with the expected learning; and how the student may be able to improve.

In addition to providing written reports at least twice a year, Coombabah offer parents opportunities to discuss their child’s educational performance with their child’s teacher(s). Coombabah has established procedures in place for parent-teacher interviews at the end of Term 1 and again at the beginning of Semester 2.

10.1 REPORTING IN PREP TO YEAR 10For each reporting period, Coombabah reports separately on each learning area/subject taught.

Students are assessed and reported against the achievement standard for the year/band of years taught. The report represents the student’s level of achievement at the time of reporting.

Each semester, schools report on student achievement in the aspects of an achievement standard that have been taught and assessed during the reporting period. This on-balance judgement is based on the evidence of student performance in the assessment folio.

At the end of the semester in which the achievement standard is completed, the teacher makes an on-balance judgement about the student’s overall level of achievement for the achievement standard. This judgement is based on the evidence of student performance in the assessment folio. It takes into consideration the most recent evidence.

10.2 FOR STUDENTS IN YEAR 11 FROM 2019 AND YEAR 12 FROM 2020:Schools are required to report at least twice yearly on student achievement in QCAA General and Applied Senior Syllabuses, and QCAA Short Courses; or vocational education and training certificates.

Table 1: Reporting Scales

Years 7 – 10 Years 11 – 12

Achievement A B C D E

QCAA subjects studied A – E

VET Competency Achieved Working Towards Competency Competency Not Achieved

Effort and Behaviour Excellent Very good Satisfactory Needs attention Unacceptable

Excellent Very good Satisfactory Needs attention Unacceptable

Effort and behaviour are not reported at exit

10.3 REPORTING PLAN

Effective for year 11 2019

Year Level Term 1 Term 2 Term 3 Term 4

7,8, 9, 10

Progressive results as indicated on the student profile for Term 1

End of Semester 1 result aggregated with Term 1 result

Progressive results as indicated on the student profile for Term 3

End of Semester 2 result aggregated with Term 3 result

11 General and Essential Subjects

Progressive results as indicated on the student profile for Unit 1

Unit 1 Result Progressive results as indicated on the student profile for Unit 2

Unit 2 result

11 Applied and VET subjects

Progressive results as indicated on the student profile for Term 1

End of Semester 1 result aggregated with Term 1 result

Progressive results as indicated on the student profile for Term 3

End of Semester 2 result aggregated with Term 3 result

12 General and Essential Subjects

Progressive results as indicated on the student profile for Unit 3

Unit 3 Result Progressive results as indicated on the student profile for Unit 4

QCAA issues EXIT statement

12 Applied and VET subjects

Progressive results as indicated on the student profile for Term 1

End of Semester 3 result aggregated with Term 1 result

Progressive results as indicated on the student profile for Term 3

QCAA issues EXIT statement

APPENDIX A SUMMARY PROCESS FOR CLASSROOM TEACHER

LEVE

L 1

CLA

SSRO

OM

TEA

CHER

ACTIONS DOCUMENTATION/TOOLS

Pre-AssessmentSubject Coordinator: • enters assessment dates in Assessment Planner in OneSchool • writes assessment item according to TLAP • uses the relevant school wide task sheet template or QCAA template for

Years 11 and 12

HOD approves assessment item

• Work program/study plan/TAS/ Course outline

• TLAP• Assessment plan• task sheet template• Pre-assessment validation checklist• One School Assessment Course Planner

Notification of assessment• Hand out task sheet and confirm dates for checkpoints and due date

(Note – Final due date should be the first lesson of the week). These should match the One School assessment schedule.

• Frequent monitoring and evidence (recorded) in lead up to monitoring due date must be collected

• Task Sheet• One School Assessment Course Planner

Monitoring student progress• Student has not met checkpoints or draft dates.

• Support strategies put in place for students to complete draft i.e. during lunch breaks or after school.

• Phone or email parent• Record parent contact in One School

• List provided to HOD of students who have not met monitoring deadlines• At least 24 hours notice provided to parent if after-school detention issued (Phone or letter)

Special Provisions/AARA• Where a student has an exceptional circumstance and requires an adjustment they are to be referred to the Guidance Officer

• AARA/Special provisions Form• Documentation to support adjustment

Assessment not submitted on due date• Where a student does not provide evidence in preparation to assessment

instrument on or before the due date, a result should be awarded using any evidence from the preparation of the assessment response that is available on or before the due date, e.g. class work relating to assessment preparation, a draft, rehearsal notes, photographs of student work, teacher observations.

• Teacher uses a range of strategies to ensure evidence has been collected on or before the due date

• Phone or email contact made with parents/carers

• Record as a contact in One School• List of non-submissions given to Head of Department

Awarding a Not Rated (NR)Result of NR is only recorded on student profile if absolutely no evidence has been sighted by teacher prior to due date (e.g. if student has not attended class at all during unit being studied).

• Phone or email contact regarding absences has been made throughout the term

• Record as contact in One School

Exam not completed on set date• Teacher notifies parent/guardian of student absence on exam date requesting medical certificate or other approved documentation

• Head of Department is notified and determines if the student is able to complete the missed exam. Student completes exam in next lesson they are present or at a time specified by the Head of Department as per AARA• If student produces no valid explanation for absence, result is recorded as Not Rated.

• Phone call to parent indicating absence• Record as contact in One School

• List of students who did not sit exam given to Head of Department

APPENDIX B SUMMARY ASSESSMENT POLICY FOR STUDENTS

This Assessment Policy applies to all students at Coombabah State High and outlines procedures to be followed to maintain academic integrity and meet assessment requirements. Please refer to the full Assessment Policy available on the school website for procedures relating to Access Arrangements and Reasonable Adjustments [AARA] for students in Years 11 and 12 and Special Provisions in Years 7 to 10. Parents will be notified when students do not meet their responsibilities.

Student Responsibilities What do I need to do? What if I don’t meet this requirement?

Assessment Policy

Engage in the learning in the subject or course of study

Keep attendance above 90% Know the assessment requirements of

all subjects by accessing the OneSchool Course and Assessment Planners

Complete the self-reflection in the school diary after each term

Use class and home time effectively to revise and work on assessment tasks

Make use of the Student Support Services when you feel that you are unable to meet these requirements

It is unlikely that you will achieve success in your academic outcomes.

Section 2

Submit all assessment (written, spoken, group) on or before the due date

Ensure the teacher has your assessment on or before the due date that is stated on the task sheet

Technology failure is not an excuse – ensure you have made a backup copy or taken photos of work throughout the task

You must ensure that any electronic files can be opened by the teacher

An N rating will be awarded which could lead to no result being awarded for that course, unit or semester.Note: For Year 12 an N rating will lead to no result being awarded for the full year course.

Section 6

Attend all examinations on the due date

Read the notices regarding block examinations schedules (10, 11 and 12)

Be at the examination before the start time

Bring required equipment If absent, contact the Head of

Department immediately before the start of the examination

An N rating will be awarded which could lead to no result being awarded for that course, unit or semester.Note: For Yr 12 an N rating will lead to no result being awarded for the full year course.

Section 6

Meet all checkpoints including draft submissions

Submit required work or draft at checkpoints directly to the teacher

Attend all additional support sessions as set by the teacher

Respond to draft feedback to improve your assessment

You will forfeit the opportunity for individual feedback

You will be required to provide evidence that the work submitted is original

In the senior phase, you may move to the next stage of the cancellation of enrolment process

Section 5

Ensure all assessment submitted is authentic and original

Your work must be your own Use the APA system of referencing to

acknowledge sources Complete responses during the

designated class time Participate in authentication processes

as required Submit a maximum of one draft Submit the final response using

plagiarism-detection software, when required (Safe Assign)

Participate in interviews to authenticate your work when required

Work that cannot be authenticated will not be marked or count towards the final grade

Section 5

AARA Inform the school immediately you become aware of a barrier to you meeting the assessment requirements

If AARA is approved complete the assessment task by the revised due date

No adjustments can be made to assessment or conditions if AARA is not approved prior to assessment

Section 9