In the recent letter that went out to our families regarding senior assessment, I would like to take the opportunity to outline the Qld Curriculum and Assessment Authority (QCAA) with regard to senior assessment and reporting processes.
Senior assessment — the basics
Here’s a quick rundown on how assessment works across Year 11 and 12 so you know what to expect. Some schools implement QCAA syllabuses in a different pattern, so your senior assessment schedule may be a little different. It’s a good idea to check with your school. More information about assessment is available in each subject syllabus on the QCAA website.
Assessment in Year 11
- Assessments are based on what you learn in Unit 1 and Unit 2 of each syllabus.
- Your marks show your progress and count towards your QCE eligibility.
- Teachers will set and mark your assessments.
- You’ll have two assessments per subject.
Assessment in Year 12
- Assessments are based on Units 3 and 4 of each syllabus.
- Your marks count towards QCE eligibility, final subject results and may also count towards your ATAR.
- If your ability to complete assessment is affected by situations such as short or long-term illness, disability or other unexpected events, your school may apply access arrangements and reasonable adjustments (AARA), so you can still demonstrate what you have learned during your studies, on the same basis as your peers.
- You’ll have four assessments per subject, depending on the type of subject:
General subjects
- You’ll have three internal assessments and one external assessment per subject.
- Teachers set the internal assessments and the QCAA checks them before use in class. Teachers mark your work and the QCAA confirms your results.
- The QCAA sets and marks the external assessment.
- Most external assessments contribute 25% to final subject results. In mathematics and science subjects, external assessment contributes 50% to final subject results.
- Sample and past external assessment papers are available on each General syllabus page on the QCAA website.
Applied subjects
Access arrangements and reasonable adjustments (AARA)
Extracted information from QCE and QCIA policy and procedures handbook v3.0.
As a school we need to be able to provide evidence to QCAA if a child has not completed set assessment. This will mean that under the Principal’s discretion we can submit an Access arrangements and reasonable adjustments (AARA) which is designed to assist students.
AARA 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 categories:
- Long-term and chronic conditions
- Short-term conditions and temporary injuries
- Illness and misadventure.
The definition of ‘disability’ used in the Disability Discrimination Act 1992(DDA) is broad. It includes physical, intellectual, psychiatric, sensory, neurological and learning disabilities. It also includes physical disfigurement, and the presence in the body of disease-causing organisms.
The QCAA uses broad disability categories for AARA:
- 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 (see Section 6.5: Illness and misadventure).
Making Decisions
The Principal is responsible for making decisions about the type of AARA and for following guidelines about recording information and seeking QCAA approval. When making decisions for Principal-reported AARA or when QCAA approval is required, they make decisions based on the particular context for an eligible individual student, for a particular assessment.
Principals consider the limitations and restrictions and functional impact of the disability, impairment, medical condition or other circumstances and the specific types of adjustments that allow individual students to access the assessment and/or demonstrate what they know or can do. The decisions about adjustments may not be the same for every student or the same for each student for every assessment. Teachers and schools rely on evidence to make professional judgments about the types of adjustments provided for students. This evidence will reflect a wide range of practices of teachers and schools in meeting the educational needs of their students consistent with obligations under the DDA, the DSE and best teaching practice.
The adjustment/s should not prevent the student from demonstrating the objectives of the assessment.
The decisions may involve an adjustment to:
- how the instrument is presented to the student (e.g. for a student with a hearing impairment verbal instructions may be provided as written instructions)
- how the student responds to the assessment (e.g. a student with dyspraxia may complete the assessment using a computer with approved software)
- the time allowed (e.g. a student with attention deficit hyperactivity disorder (ADHD) may have five minutes per half-hour extra time provided in supervised assessment)
- the scheduling (e.g. a student completes an assessment at a later time than others because of a car accident on the day of the assessment)
- the environment in which the assessment is undertaken (e.g. a student may sit in a different room to the other students as they need a reader)
- the mode of the assessment (e.g. a student with an injury may perform a different physical activity from the rest of the cohort in Physical Education in order to be able to demonstrate the unit objectives).
6.5.4 Supporting documentation
To make an informed decision about an illness and misadventure application for medical reasons, the QCAA requires a report from an independent health professional that includes the following details:
- the illness, condition or event (including details of a diagnosis, where applicable)
- date of diagnosis, onset or occurrence
- symptoms, treatment or course of action related to the condition or event
- explanation of the probable effect of the illness, condition or event on the student’s participation in the assessment.
Illness and misadventure applications for non-medical reasons, require written evidence from a relevant independent professional or other independent third party, such as a social worker, member of the clergy, police officer, solicitor or funeral director.
In all circumstances, the person providing the supporting documentation must have specific knowledge of the illness, injury, personal trauma or serious intervening event, and must not have a close personal relationship with, or be related to, the student.
Currency of supporting documentation
Supporting documentation must cover the date of the assessment for which the application is made.
A health professional providing evidence must have examined or treated the student, or have been consulted by the student, in the period from two days before the external assessment to one day after the external assessment.
Miles State High School
Miles State High School recognises that the impact of Covid on our students access to curriculum and assessment has created concern for our students and families.
Please be aware that the above information provides to our school community the requirements of QCAA. Please note each application is individual and the details and context are collated through HOD of Curriculum, Teaching and Learning (through discussion and associated applicable evidence) and presented to the Principal. When there is an indication that an AARA is required the HOD of Curriculum, Teaching and Learning will walk beside you to ensure we meet the minimum requirement.
Raelene Bates
