Schools were consistently using VCAA reports such as the Examination and Statistical Moderation reports to refine their practices. Good use was also made of the Advice for Teachers, particularly in the development of courses and suggested assessment practices. Many schools acknowledged the discourse and learning from various professional organisations such as that offered by VATE (The Victorian Association of Teachers of English) as being instrumental in developing their pedagogical practices and learnings. These, along with other professional publications, offered opportunities to further their understanding, to access resources and to connect with other teachers across the state. Most respondents used the School-based Assessment Audit as an opportunity to review both their practices and their documentation to ensure that they were compliant, especially with the advent of the new course. Most respondents were aware that the audit process is an essential to ensuring that VCE providers are delivering school-based assessment in line with VCAA principles of assessment and the requirements of the study design. Since school based assessment contributes 50 per cent towards the calculation of a study score student’s in this subject, it was important that the audit panel were able to determine whether the answers submitted, along with any accompanying materials, fulfilled these expectations. Schools selected for audits in the future are encouraged to provide as much information as possible to ensure compliance. Most requests for additional information stemmed from issues surrounding authentication of assessment, particularly for the Creative Response to Text task or because the information provided was vague or unclear, such as moderation practices. At times too, schools had not yet finalised their assessment, such as with the selection of the issue and accompanying articles for Outcome 2: Analysing Argument. Where possible, schools should endeavour to provide the panel with as much information as possible. On the whole, most schools had made concerted efforts to develop curriculum that was in keeping with the spirit of the study design and had provided the panel with documentation that was well considered and professionally presented. Specific information Unit 3 School-assessed Coursework Outcome 1 - Reading and Creating Texts On completion of this unit the student should be able to produce an analytical interpretation of a selected text, and a creative response to a different selected text. An analytical interpretation of a selected text in written form. and A creative response to a selected text in written or oral form with a written explanation of decisions made in the writing process and how these demonstrate understanding of the text. The Analytical interpretation of a text was well understood by schools, as evidenced by development of interesting and appropriate topics on a wide variety of texts. There were very
Schools were consistently using VCAA reports such as the Examination and Statistical Moderation reports to refine their practices. Good use was also made of the Advice for Teachers, particularly in the development of courses and suggested assessment practices. Many schools acknowledged the discourse and learning from various professional organisations such as that offered by VATE (The Victorian Association of Teachers of English) as being instrumental in developing their pedagogical practices and learnings. These, along with other professional publications, offered opportunities to further their understanding, to access resources and to connect with other teachers across the state. Most respondents used the School-based Assessment Audit as an opportunity to review both their practices and their documentation to ensure that they were compliant, especially with the advent of the new course. Most respondents were aware that the audit process is an essential to ensuring that VCE providers are delivering school-based assessment in line with VCAA principles of assessment and the requirements of the study design. Since school based assessment contributes 50 per cent towards the calculation of a student’s study score in this subject, it was important that the audit panel were able to determine whether the answers submitted, along with any accompanying materials, fulfilled these expectations. Schools selected for audits in the future are encouraged to provide as much information as possible to ensure compliance. Most requests for additional information stemmed from issues surrounding authentication of assessment, particularly for the Creative Response to Text task or because the information provided was vague or unclear, such as moderation practices. At times too, schools had not yet finalised their assessment, such as with the selection of the issue and accompanying articles for Outcome 2: Analysing Argument. Where possible, schools should endeavour to provide the panel with as much information as possible. On the whole, most schools had made concerted efforts to develop curriculum that was in keeping with the spirit of the study design and had provided the panel with documentation that was well considered and professionally presented. Specific information Unit 3 School-assessed Coursework Outcome 1 - Reading and Creating Texts On completion of this unit the student should be able to produce an analytical interpretation of a selected text, and a creative response to a different selected text. An analytical interpretation of a selected text in written form. and A creative response to a selected text in written or oral form with a written explanation of decisions made in the writing process and how these demonstrate understanding of the text. The Analytical interpretation of a text was well understood by schools, as evidenced by development of interesting and appropriate topics on a wide variety of texts. There were very