INSTRUCCIONES GENERALES
4. La mercancía a importar es:
The calculation of final VCE results has a significant impact on a student’s future as higher education institutions select students based on their school results.
3.5.1 Conclusion
The VCAA provides clear and comprehensive guidance to schools and students and applies strict quality controls and technical procedures over student assessment data to make sure that students receive correct and valid results.
3.5.2 Arrangements for verifying assessments and results
The VCAA has established data entry controls to prevent schools from entering incomplete student enrolment data. Schools are also required to confirm student enrolment data with students and class teachers. In 2009, 721 students were enrolled in the wrong study which caused a number of problems during the exam period. However, VCAA’s contingency measures enabled them to deal with the issue in a timely manner that minimised the inconvenience to the students concerned.
The VCE and VCAL Administrative Handbook, and the VCE Exam Navigator booklet contain detailed instructions to schools and students to make sure exams are conducted appropriately and that all work submitted for school based assessment is the original work of the student.
The VCAA has imposed strict controls over the identification of student exam papers that make sure that those received from schools are complete and correctly identified. Where incorrect or incomplete papers are identified, the exam papers from that school are placed on hold until the issue has been resolved.
3.5.3 Technical procedures for calculating student results
To calculate student results, VCAA implements a range of technical procedures that were developed around a sound evidence base. These include:
• GAT—recognised as a good predictor of school and student performance, and is
used primarily as part of the VCAA’s moderation processes for school based assessments
Conducting and marking assessments
• anomalous exam grade check—compares the students’ expected grade with
the grade awarded. If the grade is below the allowed tolerance, the exam paper is remarked
• Derived Exam Score (DES)—students can apply for a DES if their exam
performance or their preparation for it was affected by unforseen circumstances. DES is calculated on the basis of all relevant available information about the student’s performance in the study and their GAT performance
• data validation and validity checks—applied to the VCAA’s electronic data
storage and processing systems to make sure that the primary technical procedures return valid results.
Recommendation
2. The Victorian Curriculum and Assessment Authority should:
•
strengthen its security practices by introducing a program of regular real-time audits of printers’ premises and exam centres•
increase the number of schools subjected to moderation by visitationAppendix A.
ACACA guidelines
Guidelines for Assessment Quality and Equity
The Australasian Curriculum, Assessment and Certification Authorities (ACACA) is responsible for certificates of senior secondary education. The ACACA guidelines, released more than 10 years ago, were designed to be a step forward in improving the quality, and hence the fairness, of assessment. The Victorian Curriculum and
Assessment Authority is a member of ACACA.
Figure A1
Summary of the ACACA Guidelines for Assessment Quality and Equity
Assessment item requirements
Assessment items are individual questions or tasks that when combined form the assessment. For example, questions in an exam paper. The ACACA guidelines state that assessment items should:
• assess what the item writer intends it to assess
• assess what on face value it purports to assess
• not include unnecessary jargon or subtext
• not include gender and cultural stereotypes unless considered necessary
• be clearly presented, state its requirements explicitly and only include known knowledge as background material
• have clear, explicit, unambiguous criteria that allows students to identify the appropriate ways to demonstrate the required knowledge and skills
• allow markers to recognise the different ways student’s may demonstrate command of the required knowledge and skills.
Appendix A. ACACA guidelines
24
Administration of the Victorian Certificate of Education Victorian Auditor-General’s ReportFigure A1
Summary of the ACACA Guidelines for Assessment Quality and Equity –
continued
Assessment instrument requirements
Assessment instruments are groups of assessment items that form a complete assessment. For example, an assignment, practical task, an oral task, performance or written exam. The ACACA guidelines state that assessment instruments should:
• give students clear and definite instructions
• be used under clear, definite and specified conditions that are substantially the same for all
• be used under conditions that do not present an inappropriate barrier to the equal participation of all.
Requirements for sets of assessment instruments
To certify achievement in a subject requires assessment of students’ command of the knowledge and skills defined and required by the syllabus. This assessment occurs through a set of assessment instruments. The ACACA guidelines state that sets of assessment instruments should:
• involve the use of a range and balance of background contexts in which assessment items are presented
• involve a range and balance of types of assessment instruments, and modes of response, including a balance and range of visual and linguistic material
• involve a range and balance of conditions.
Improvement of assessment practices
The ACACA guidelines state that each agency should endeavour to improve assessment practices for which it bears responsibility by:
• regular review of the methods, materials and results of assessment
• including an examination of equity in quality control and quality assurance procedures such as research and data analysis
• training item writers, test designers and markers directly employed by the agency
• communicating its quality requirements to suppliers of assessment items and instruments
• promoting the adoption of these guidelines by teachers responsible for school based assessment contributing to results certified by the agency.
Source: Victorian Auditor-General’s Office, based on the ACACA Guidelines for Assessment Quality and Equity.
Appendix B.
Audit Act 1994 section 16—
submissions and comments
Introduction
In accordance with section 16(3) of the Audit Act 1994 a copy of this report, or relevant extracts from the report, was provided to the Victorian Curriculum and Assessment Authority with a request for comments or submissions.
The comments and submissions provided are not subject to audit nor the evidentiary standards required to reach an audit conclusion. Responsibility for the accuracy, fairness and balance of those comments rests solely with the agency head.
Appendix B. Audit Act 1994 section 16—submissions and comments
26
Administration of the Victorian Certificate of Education Victorian Auditor-General’s ReportSubmissions and comments received
RESPONSE provided by the Chief Executive Officer, Victorian Curriculum and Assessment Authority
Appendix B. Audit Act 1994 section 16—submissions and comments
RESPONSE provided by the Chief Executive Officer, Victorian Curriculum and Assessment Authority – continued
Appendix B. Audit Act 1994 section 16—submissions and comments
28
Administration of the Victorian Certificate of Education Victorian Auditor-General’s ReportRESPONSE provided by the Chief Executive Officer, Victorian Curriculum and Assessment Authority – continued
Auditor-General’s reports
Reports tabled during 2009–10
Report title Date tabled
Local Government: Results of the 2008–09 Audits (2009–10:1) November 2009
Public Hospitals: Results of the 2008–09 Audits (2009–10:2) November 2009
Towards a ‘smart grid’—the roll-out of Advanced Metering Infrastructure (2009–10:3)
November 2009
Responding to Mental Health Crises in the Community (2009–10:4) November 2009
Management of the Community Support Fund (2009–10:5) November 2009
Auditor-General’s Report on the Annual Financial Report of the State of Victoria, 2008–2009 (2009–10:6)
November 2009
Water Entities: Results of the 2008–09 Audits (2009–10:7) November 2009
Maintaining the Integrity and Confidentiality of Personal Information (2009–10:8) November 2009
Vehicle Fleet Management (2009–10:9) November 2009
Managing Offenders on Community Corrections Orders (2009–10:10) November 2009 Portfolio Departments and Associated Entities: Results of the 2008–09 Audits
(2009–10:11)
December 2009
Making Public Transport More Accessible for People Who Face Mobility Challenges (2009–10:12)
December 2009
Use of Development Contributions by Local Government (2009–10:13) December 2009 The Effectiveness of Student Wellbeing Programs and Services (2009–10:14) February 2010
Tendering and Contracting in Local Government (2009–10:15) February 2010
Management of Concessions by the Department of Human Services (2009–10:16) February 2010 Irrigation Water Stores: Lake Mokoan and Tarago Reservoir (2009–10:17) March 2010
Management of Safety Risks at Level Crossings (2009–10:18) March 2010
Fees and Charges—cost recovery by local government (2009–10:19) April 2010
Performance Reporting by Departments (2009–10:20) May 2010
Tertiary Education and Other Entities: Results of the 2009 Audits (2009–10:21) May 2010
Auditor-General’s reports
Reports tabled during 2009–10
Report title Date tabled
Managing Teacher Performance in Government Schools (2009–10:22) May 2010
Control of Invasive Plants and Animals in Victoria's Parks (2009–10:23) May 2010 Partnering with the Community Sector in Human Services and Health (2009–10:24) May 2010
The Community Building Initiative (2009–10:25) May 2010
VAGO’s website at <www.audit.vic.gov.au> contains a comprehensive list of all reports issued by the Office. The full text of the reports issued is available at the website.
Availability of reports
Copies of all reports issued by the Victorian Auditor-General's Office are available from:
•
Information Victoria Bookshop 505 Little Collins Street Melbourne Vic. 3000 AUSTRALIAPhone: 1300 366 356 (local call cost) Fax: +61 3 9603 9920
Email: <[email protected]>