Stage 5 assessment – areas, tasks, programs and adjustments

ACE 4022

Last Updated: 8 June 2017

Areas for assessment

Areas for assessment have been developed for each Board Developed Course, and are published with the Course Performance Descriptors. They provide a framework for structuring an assessment program, and may be used for reporting student achievement. They are derived from the course objectives, and are linked to the course outcomes. They can be used as organisers for assessment of student achievement. In designing the assessment schedule for a course, teachers may find it useful to map each planned assessment activity to one or more of the areas for assessment. This allows teachers to ensure that assessment can occur across the year in a manageable way.

Setting assessment tasks

In setting assessment tasks, teachers should give careful consideration to the syllabus outcomes being assessed. By measuring student achievement of the outcomes, teachers can build up a profile of the achievement of each student in relation to the course performance descriptors.

Establishing an assessment program

In establishing an assessment program, teachers should ensure that the types of assessment tasks used are appropriate to the outcomes being assessed. Generally, it will be necessary to use a range of assessment tasks and types in order to enable students to demonstrate achievement in relation to the outcomes.

Where activities or tasks are scheduled throughout a course, greater weight would generally be given to those tasks undertaken towards the end of the course. For example, in a 200-hour course extending over Years 9 and 10, the assessment information collected in Year 10 provides the more complete picture of student achievement. There are, however, a number of different ways of organising the teaching/learning program for a course. The scheduling of tasks and the weights applied should reflect the course organisation.

Adjustments for students with special education needs

All students are entitled to participate in and progress through the curriculum. Schools are required to provide additional support or adjustments to teaching, learning and assessment activities for some students with disability. Adjustments are measures or actions taken in relation to teaching, learning and assessment that enable a student with disability to access syllabus outcomes and content and demonstrate achievement of outcomes. Students with special education needs can access the K–10 outcomes and content in a range of ways. Students may engage with:

  • syllabus outcomes and content with adjustments to teaching, learning and/or assessment activities; or
  • selected outcomes and content appropriate to their learning needs; or
  • outcomes from an earlier Stage, using age-appropriate content; or
  • selected Years 7–10 Life Skills outcomes and content appropriate to their learning needs.

Decisions regarding adjustments should be made in the context of collaborative curriculum planning with the student, parent/carer and other significant individuals to ensure that syllabus outcomes and content reflect the learning needs and priorities of individual students.