Preliminary course assessment – areas, tasks, programs and disability provisions
Last Updated: 25 July 2018
Changes to ACE rules and procedures are occurring to reflect the Stronger HSC Standards reforms.
NESA strongly encourages all ACE users to review the Summary of Changes that may impact the below.
Assessment components and weightings
NESA's syllabuses and assessment and reporting documents provide information about the mandatory assessment system for the HSC courses and suggestions for assessment in Preliminary courses. The suggestions include a possible set of components, weightings and tasks that may be varied to suit school needs. They are included to give guidance on components and strategies in the Preliminary course assessment program.
Setting assessment tasks
In setting assessment tasks, teachers should give careful consideration to the syllabus objectives and outcomes being assessed. By measuring student achievement of these objectives and outcomes, teachers can build up a profile of the achievement of each student in relation to the Common Grade Scale for Preliminary courses.
Establishing an assessment program
In establishing an assessment program, teachers should ensure that the types of assessment tasks used are appropriate to the objectives and outcomes being assessed. Generally, it will be necessary to use a number of different assessment tasks in order to ensure that student achievement in all the knowledge and skills objectives is assessed.
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. The scheduling of tasks and the weights applied should reflect the course organisation.
Principals have the authority to decide on and to implement disability provisions for school-based assessments and tests.