Professional Documents
Culture Documents
2016
Published by the SACE Board of South Australia,
60 Greenhill Road, Wayville, South Australia 5034
Copyright © SACE Board of South Australia 2010
First published 2010, reissued for 2011, 2012, 2013,
2014, 2015, 2016
ISBN 978 1 74102 666 5 (online Microsoft Word version)
ref: A128485
CONTENTS
INTRODUCTION ..........................................................................................................................................1
KEY DATES ..................................................................................................................................................2
ASSESSMENT AND REPORTING OF STUDENT ACHIEVEMENT IN THE SACE ....................................4
QUALITY ASSURANCE IN THE SACE ........................................................................................................5
Planning ..................................................................................................................................................5
Clarifying .................................................................................................................................................7
Confirming ...............................................................................................................................................8
Improving ...................................................................................................................................... ……16
INTRODUCTION
This document complements SACE Stage 1 subject outlines by providing teachers and
principals or principals’ delegates with advice and guidance on quality assurance processes. It
supports the integrity of students’ results, ensuring community confidence in the integrity of the
SACE, by advising teachers how to:
assess in an informed and consistent way
treat students fairly in the assessment process.
In this document, ‘principal’ refers to the principal, or staff to whom the principal delegates
particular responsibilities. Reference to the SACE Board means staff from the Office of the
SACE Board or officers appointed by the SACE Board for particular responsibilities.
The following resources are available on the SACE website:
SACE Assessment and Reporting Guidelines
Stage 1 Moderation — Frequently Asked Questions
SACE Assessment Responsibilities: SACE Board and Schools Code of Practice
SACE Assuring Assessment Integrity Policy, in the SACE Policy Framework
SACE Stage 1 Moderation Overview
school assessment grade calculator
Stage 1 English, mathematics, and the Personal Learning Plan moderation schedules
Stage 1 subject outlines.
Each subject has its own minisite that includes operational information, guidelines, forms,
support materials, and resources referred to in this document.
The minisites are accessed from the SACE website by following the pathway Learning >
Subject list.
This document is accessed from the Stage 1 subject minisites by following the pathway
Stage 1 > Planning to teach > Subject operational information.
Term 2
Week beginning 2 May The SACE Board confirms arrangements for Semester 1
moderation of Stage 1 English and mathematics subjects and the
Personal Learning Plan, based upon enrolments in Schools
Online*
Week beginning 9 May Schools nominate online their subject moderator for the identified
Stage 1 English or mathematics subject, or the Personal Learning
Plan (Semester 1)
Friday 13 May Online nominations due for subject moderators for Stage 1
English and mathematics subjects and the Personal Learning
Plan (Semester 1)
Wednesday 15 June The SACE Board collects from schools, by courier, student
materials for Semester 1 moderation of Stage 1 English and
mathematics subjects and the Personal Learning Plan*
Week beginning 20 June Semester 1 moderation begins for Stage 1 English and
mathematics subjects and the Personal Learning Plan (results
due June) according to the schedule on the SACE website*
Friday 24 June Cut-off date for final enrolments in Stage 1 subjects (results due
June)
Monday 27 June Schools use Schools Online to access online results sheets for
Stage 1 subjects (results due June)
Week beginning 27 June Teachers complete online results sheets for Stage 1 subjects
(results due June) and submit these to their principal or their
principal’s delegate
Wednesday 6 July Cut-off date for principals or principal’s delegates to verify and
submit final results for Stage 1 subjects (results due June) via
Schools Online
* Northern Territory (NT) schools will be advised by Curriculum, Assessment and Certification 10–12 of moderation
arrangements in the NT.
Term 4
Thursday 10 November The SACE Board collects from schools, by courier, student
materials for Semester 2 moderation of Stage 1 English and
mathematics subjects and the Personal Learning Plan*
Week beginning 14 November Semester 2 moderation begins for Stage 1 English and
mathematics subjects and the Personal Learning Plan (results
due December) according to the schedule on the SACE website*
Monday 21 November Cut-off date for final enrolments in Stage 1 subjects (results due
December)
Tuesday 22 November Schools use Schools Online to access online results sheets for
Stage 1 subjects (results due December)
From Tuesday 22 November Teachers complete online results sheets for Stage 1 subjects
(results due December) and submit these to their principal or their
principal’s delegate
Monday 5 December Cut-off date for principals or principal’s delegates to verify and
submit final results for Stage 1 subjects (results due December)
via Schools Online
* Northern Territory (NT) schools will be advised by Curriculum, Assessment and Certification 10–12 of moderation
arrangements in the NT.
Performance Standards
The performance standards in the subject outlines describe in detail each level of achievement
in the SACE, A to E. Teachers and assessors use these standards to decide how well a student
has demonstrated his or her learning. Each grade corresponds to a level of the performance
standards.
Performance standards offer opportunities for teachers and students to improve the quality of
their teaching and learning.
Teachers can refer to the performance standards to:
show each student what is needed to be successful in his or her learning
design assessment tasks that help students to demonstrate their learning at the highest
possible level of achievement
make decisions about the quality of the learning.
For more information and guidelines refer to SACE Assessment and Reporting Guidelines.
The assessment and reporting guidelines describe the processes for using grades and
performance standards to assess and report student achievement in SACE subjects at Stage 1
and Stage 2.
They outline:
the relationship between grades and performance standards
how performance standards are used in the assessment process
the role of teachers in assessing and reporting student achievement at Stage 1 and Stage 2
the SACE Board’s role in confirming standards and reporting results
how school assessment and external assessment are combined in Stage 2 subjects
what happens when evidence of a student’s learning in a Stage 1 or Stage 2 subject is
missing or insufficient.
Planning
Teaching, learning, and assessment opportunities are devised to enable students to
demonstrate their learning against all aspects and levels of the performance standards.
Teachers
Teachers use the subject outline, the school context, and the school resources as the basis for
designing an effective learning and assessment plan. The learning and assessment plan
documents the learning and assessment opportunities that are intended to support students in
developing and demonstrating the knowledge, skills, and understanding required in each
subject. The Stage 1 Learning and Assessment Plan Checklist for Teachers supports
teachers in developing learning and assessment plans. For Community Studies, refer to the
Stage 1 Community Studies Learning and Assessment Plan Checklist for Teachers. Changes
to an approved learning and assessment plan are documented in an addendum as students’
learning needs emerge during the teaching and learning program.
Teachers have the option of using pre-approved or school-developed learning and assessment
plans, or a combination of these two options, for English and mathematics subjects.
More information about the submission of learning and assessment plans is available in
Learning and Assessment Plan Submission — Stage 1.
Plans are submitted to the SACE Board by:
Tuesday 15 March (Semester 1 and full-year subjects)
Wednesday 10 August (Semester 2 subjects).
Note: Northern Territory schools submit plans to Curriculum, Assessment and Certification
10–12 for approval.
The Stage 1 Learning and Assessment Plan Checklist for School Leaders supports principals in
recommending learning and assessment plans.
Learning and assessment plans are returned to schools within 2 to 3 weeks, when submitted by
the dates listed above.
The Enrolments Against Learning and Assessment Plan Status Report available in Schools
Online can be used to identify subjects that require a new learning and assessment plan. The
Report is based on current classes that have been created by a school. The status of learning
and assessment plans for classes that have not yet been created will not be shown.
The Report can also be used to identify plans that are approved, are pending approval, or that
require amendment. The SACE Board provides advice about amendments required for plans
that cannot be approved on initial submission, and may also provide advice that can be used to
improve approved plans.
Principals manage the amendment of plans in line with SACE Board advice and, within 2 weeks
of receiving the advice, advise the SACE Board that the required amendments have been made.
Learning and assessment plans submitted in 2016 for Stage 1 subjects will be approved for up
to 3 years.
Principals encourage teachers to participate in SACE Board planning support as appropriate.
SACE Board
The SACE Board prepares, publishes, and updates guidelines, information, and exemplar
materials for all Stage 1 subjects. These are available on the subject minisites.
The SACE Board provides the following support for teachers and principals:
a subject outline for each Stage 1 subject
learning and assessment plan pro formas
a learning and assessment plan exemplar for each Stage 1 subject
pre-approved learning and assessment plans for English and mathematics subjects
learning and assessment plan checklists for teachers and principals
an annotated exemplar learning and assessment plan
planning support for English and mathematics subjects and the Personal Learning Plan
(including opportunities for teachers in the early stages of teaching these subjects at Stage 1
The SACE Board provides a unique accession number for Stage 1 pre-approved learning and
assessment plans selected by a school and for Stage 1 learning and assessment plans that are
recommended for approval by principals for up to two learning and assessment plans for each
subject offered by a school.
Contact details for SACE Board officers are available on the subject minisites.
Clarifying
Teachers and assessors gain an understanding of the performance standards and how to apply
them consistently to students’ work.
Teachers
Teachers develop and maintain an understanding of the performance standards and how to
apply them consistently to student work. Teachers develop this understanding by working
collaboratively, using the performance standards and student work to make and review
assessment decisions.
Teachers of English and mathematics subjects and the Personal Learning Plan may access
online clarifying activities, available on the SACE Board website, to support them in clarifying
their understanding and application of the performance standards in the subjects they teach.
Confirming
The performance standards in each subject are applied consistently across schools to report
student achievement.
Moderation of English and Mathematics Subjects and the Personal Learning Plan
Schools participate in moderation for the Stage 1 Personal Learning Plan and for each of the
Stage 1 English and mathematics subjects offered by the school until their results are confirmed
in 2 consecutive years. Where results have been confirmed in an English or mathematics
subject or the Personal Learning Plan in 2 consecutive years (i.e. 2013 and 2014 or 2014 and
2015), a school may not be required to participate in moderation for that subject in 2015.
Schools should have processes in place to ensure that students’ results in English and
mathematics subjects and the Personal Learning Plan reflect the statewide interpretation and
application of the performance standards in that subject.
New subject outlines for Stage 1 English and mathematics subjects have been developed for
use from 2016. Schools currently on a triennial cycle for a given Stage 1 English or
mathematics subject will remain on a triennial cycle for the equivalent English or mathematics
subject in 2016 (see table below).
English English
Mathematics Mathematics
Note: SACE coordinators are advised of the Stage 1 subjects required for moderation in 2016 in
the week beginning 8 February.
Schools may also request moderation for an additional English or mathematics subject or the
Personal Learning Plan if they require support to confirm the C grade due to significant changes
in staffing or in the teaching and assessment program. Requests for moderation in an additional
subject in 2016 should be made by Wednesday 6 April for results due June or by Thursday
18 August for results due December.
Teachers
At the end of the teaching and learning program, teachers assess student evidence and provide
a result in the range A–E, based on the performance standards for each subject. Results should
be applied consistently in all classes for each subject throughout the school.
Teachers implement the school’s supervision and verification processes to ensure the
authenticity of student materials submitted for assessment.
Teachers use Schools Online to complete online results sheets for Stage 1 subjects (results
due June) and submit these to their principal or their principal’s delegate by:
Wednesday 6 July (Semester 1 results)
Monday 5 December (Semester 2 and full-year results).
Moderation of English and Mathematics Subjects and the Personal Learning Plan
Teachers of subjects to be moderated in 2016 should complete their assessment program in
time to participate in the Semester 1 moderation round wherever possible.
Teachers of subjects to be moderated undertake the following additional activities to those
outlined under Confirming on pages 8 and 9:
pre-moderation activities
nomination of moderators
preparation of moderation sample
moderation procedures (nominated moderators only)
results reporting.
Note: Northern Territory schools will be advised of moderation dates and arrangements by
Curriculum, Assessment and Certification 10–12.
Pre-moderation Activities
Teachers of subjects to be moderated plan their teaching and assessment programs to ensure
that all tasks (or all pending completion of the final task) in the approved learning and
assessment plan are completed and marked before moderation materials are collected.
Teachers identify students with results in the C and D grade, including the borderline of the
C and D grades. A borderline grade is indicated with an asterisk (*). A result of C* indicates a
student in the C grade at the borderline of the D grade. A result of D* indicates a student in the
D grade at the borderline of the C grade.
Nomination of Moderators
Schools participating in moderation for an English or mathematics subject or the Personal
Learning Plan are generally required to nominate a teacher from their school to act as a
moderator. Nominated teachers need to be available for each day of moderation according to
the schedule available on the SACE website as follows:
Semester 1, week beginning 2 May (results due June)
Semester 2, week beginning 29 August (results due December).
Moderation Procedures
Schools nominate teacher(s) to act as moderators in English and mathematics subjects and the
Personal Learning Plan, as requested by the SACE Board. Nominated moderators attend
moderation at a central venue for the duration of moderation for a subject (generally 2 or 3
days), according to a moderation schedule for English and mathematics subjects and the
Personal Learning Plan.
Moderators participate in a benchmarking activity and training at the start of the moderation
process, and abide by the SACE Board’s Code of Practice. Training and benchmarking are
conducted for each subject at the moderation venue.
For details of the Stage 1 moderation procedures refer to SACE Stage 1 Moderation Overview,
Procedures and Guidelines for Stage 1 Moderators, and Stage 1 Moderation: Part 1 — Purpose
and Process [video].
Results Reporting
Teachers ensure that final results reflect the outcomes either of moderation or of the confirming
processes within the school for subjects that have not been moderated.
Results submitted at moderation may need to be adjusted to reflect:
moderation outcomes
or
significant achievement in the final assessment task completed (if not completed at the time of
moderation).
After moderation, teachers (in consultation with principals) may decide to use the result codes
listed in the table below, in addition to AE grades, when reporting students’ results to the
SACE Board.
Result code Explanation Implication
P Pending Students with result code P will not receive a result in that
results period, and will have their enrolment rolled over to
The result is pending. the next results period.
P may be used in English and mathematics subjects and the
Personal Learning Plan for students who cannot be
confirmed as achieving at least a C grade after moderation
(or within school confirming processes). Students with result
code P are expected to provide additional evidence to
achieve a C grade or better.
Students can then be resulted on Schools Online in the
following results period.
Note: Opportunities to produce additional evidence should
be documented on the addendum to the approved learning
and assessment plan
N No Result Students may have demonstrated some learning in the
subject, but the evidence is insufficient to meet the E grade
There is insufficient as described in the performance standards. Students with
evidence of learning to meet result code N will not be awarded any credits.
the E grade.
W Withdrawn Students with result code W will not be awarded any credits.
The student has withdrawn
from the subject.
Note: Administrative errors in students’ results may be corrected using a Change of Results
Request form. This form is not to be used to change pending results.
Moderation of English and Mathematics Subjects and the Personal Learning Plan
Principals may also request that their school participates in moderation for an additional English
or mathematics subject or the Personal Learning Plan if the school requires support to confirm
the C grade due to significant changes in staffing or in the teaching and assessment program.
Principals can monitor the need to request participation in moderation for an additional English
or mathematics subject by encouraging teachers to complete online benchmarking activities.
These activities will be available on the relevant subject minisites towards the end of term 1.
Requests for moderation in an additional subject in 2016 should be made by Wednesday 6 April
for results due June or by Thursday 18 August for results due December.
For subjects to be moderated in 2016, principals should ensure that teachers plan to complete
their assessment program in time to participate in the Semester 1 moderation round wherever
possible.
When an English or mathematics subject or the Personal Learning Plan is required for
moderation, or when a school requests moderation, principals undertake the following additional
activities to those outline under Confirming on pages 8 and 9:
pre-moderation activities
nomination of moderators
preparation for moderation
moderation procedures
results reporting.
Note: Northern Territory schools will be advised of moderation dates and arrangements by
Curriculum, Assessment and Certification 10–12.
Pre-moderation Activities
Principals check that learning and assessment plans for the Stage 1 subjects to be moderated
have been approved before moderation takes place.
Principals ensure that:
enrolments in English and mathematics subjects and the Personal Learning Plan are
completed by
Wednesday 6 April (Semester 1, results due June)
Thursday 18 August (Semester 2, results due December)
teachers of subjects to be moderated are aware of the subject’s moderation date and plan
their learning and assessment programs to ensure that all tasks, or all except the final task,
are marked and available for moderation, as follows
Wednesday 15 June (Semester 1, results due June); subjects are moderated according to
the schedule available on the SACE website in the week beginning 2 May
Thursday 10 November (Semester 2, results due December); subjects are moderated
according to the schedule available on the SACE website in the week beginning 29 August.
Moderation Procedures
Principals release nominated moderators to participate in moderation at a central venue for the
duration of moderation for a subject (generally 2 or 3 days), according to the moderation
schedule for English and mathematics subjects and the Personal Learning Plan. Moderators
participate in a benchmarking activity and training at the start of the moderation process, and
abide by the SACE Board’s Code of Conduct.
For details of the Stage 1 moderation procedures refer to SACE Stage 1 Moderation Overview
and Stage 1 Moderation: Part 1 — Purpose and Process [video].
The SACE Board advises principals of the outcomes of the moderation process. Principals
provide copies of the moderation feedback to all teachers of subjects that were moderated.
Principals then ensure that any necessary adjustments to students’ results are made according
to recommendations made through the moderation process.
SACE Board
The SACE Board provides a range of annotated assessments and folios of student work to
support confirming activities within and across schools.
SACE Board officers provide advice on appropriate processes principals can use to confirm the
consistency of grades used within the school.
Moderation of English and Mathematics Subjects and the Personal Learning Plan
For these subjects, there is a moderation process during the confirming phase. The SACE
Board undertakes the following additional activities during the confirming phase to ensure that
the performance standards in each of these subjects have been applied consistently across
schools:
pre-moderation activities
nomination of moderators
preparation for moderation
moderation procedures
results reporting.
Note: Northern Territory schools will be advised of moderation dates and arrangements by
Curriculum, Assessment and Certification 10–12.
Pre-moderation Activities
The SACE Board advises schools of the arrangements for moderation of English and
mathematics subjects and the Personal Learning Plan in 2016 in the week beginning
8 February.
The SACE Board also manages requests from individual schools for moderation in additional
English and mathematics subjects or the Personal Learning Plan.
Moderation of Stage 1 English and mathematics subjects and the Personal Learning Plan for
Semester 1 (results due June) begins in the week beginning 20 June. Subjects are moderated
according to the schedule available on the SACE website in the week beginning 2 May.
Moderation of Stage 1 English and mathematics subjects and the Personal Learning Plan for
Semester 2 (results due December) begins in the week beginning 14 November. Subjects are
moderated according to the schedule available on the SACE website in the week beginning
29 August.
The SACE Board moderates Stage 1 English and mathematics subjects and the Personal
Learning Plan at a central location.
Nomination of Moderators
The SACE Board advises schools of the subject(s) for which the school is required to nominate
a moderator. The SACE Board confirms the details of moderation with nominated moderators.
Moderation Procedures
SACE Board officers lead the moderation process, working with the participating teachers. The
moderation process takes place at the overall subject level, with reference to the performance
standards and the marked sample of student work.
At the beginning of the moderation process, SACE Board officers lead a benchmarking activity
and training in moderation procedures for nominated moderators. Training and benchmarking
are conducted for each subject at the moderation venue.
SACE Board officers review moderators’ recommendations and:
confirm the school’s assessment decisions when the student samples reflect the quality of
learning described in the performance standards
or
advise the school that adjustments are necessary to ensure that students’ results reflect the
quality of learning described in the performance standards.
When the moderation process confirms a school’s pre-moderated results in a subject at the end
of Semester 1, a subsequent moderation in that subject is not necessary in Semester 2.
Moderation cannot be conducted if:
the school does not have enrolments in the subject to be moderated
a moderation sample is not provided.
Results Reporting
Schools will be unable to report student results in a Stage 1 subject where a learning and
assessment plan has not been submitted to and approved by the SACE Board. Online results
sheets will not be generated for Stage 1 subjects that do not have an approved plan.
Improving
School and SACE Board quality assurance processes are monitored and analysed to develop
improvement strategies.
Teachers
Teachers receive feedback from colleagues and the SACE Board as part of the quality
assurance cycle.
Teachers use data presenting the results of student learning to guide and strengthen their
understanding and application of performance standards, and improve their assessment design
and teaching.
Principals analyse feedback and results to identify the support and/or strategies needed to
improve student achievement.
Principals provide opportunities for teachers to discuss and analyse data.
SACE Board
To support quality assurance processes in schools and to guide improvement, the SACE Board:
prepares, analyses, and distributes to schools statistical data about student achievements
provides qualitative feedback that supports quality assurance processes in schools.