unit 4 school-based assessment for 2020 · 2020. 8. 3. · unit 4 outcome 2 –the outcome on...
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VCE Data Analytics
Unit 4 School-based
Assessment for 2020
Phil Feain – Digital Technologies Curriculum Manager (VCAA)
29 July 2020
Copyright
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with permission from the Copyright Officer at the Victorian
Curriculum and Assessment Authority.
Purpose of this session
• to build capacity to develop compliant, rigorous and
engaging VCE assessment tasks in line with the VCE
assessment principles
• refer to the adjusted study design for 2020 only and revised
administrative information for school-based assessment
• provide a brief overview of the School-based Assessment
Audit process and timeline for Unit 4.
Outline of session
• Adjusted study design and revised administrative information for
Unit 4 Outcome 1
• School-based Assessment and VCE Assessment principles
‒ Unit 4 Outcome 1 – SAT
– SAT administration and dates
‒ Unit 4 Outcome 2 – SAC
– Developing a SAC
• Unit 4 Audit process
Adjusted study design and
revised Administrative
information for Unit 4
Outcome 1
Adjusted Study Design – Key Points
Some content in Unit 4 Data Analytics has been
deleted from the VCE Applied Computing Study
Design.
The deletion of content has been made to assist
students and teachers to reduce their workload for
the School-assessed Task in Unit 4.
The content deleted is in Unit 4 Data Analytics, Area
of Study 1, Outcome 1.
This content has been deleted so as to not affect the
integrity of the School-assessed Task or the study
design.
Where to find the adjusted Study Design
Adjusted study design with
Unit 4 Data Analytics
adjustments for 2020 only.
Where to find the revised
Administrative information
Revised Administrative
information for School-based
Assessment with adjustments
to the Unit 4 Outcome 1 SAT
for 2020 only.
School-based
Assessment
School-based Assessment
Purpose:
• To determine a student’s level of achievement
• This can be through a score for each criterion out of 10 in the
SAT or a score out of 100 for the SAC
The decision about satisfactory completion of a unit is distinct
from the assessment of levels of achievement. This can be an
‘S’ or an ‘N’.
Types of School-based Assessment
School-based Assessment
School-assessed Task (SAT)
assess practical skills
mandated criteria
School-assessed Coursework (SAC)
assess levels of achievement
VCE Assessment
principles
VCE Assessment principles
There are four VCE Assessment principles:
• valid and reasonable
• equitable
• balanced
• efficient
VCE Assessment principles
VCE assessment should be valid and
reasonable
• should not assess learning that is outside
the scope of a study design
• should give students clear instructions
• administered under conditions that are
substantially the same for all students
undertaking that assessment.
• ensure that assessment results are fair and
comparable across the student cohort for
that study – authentication and school
moderation
VCE assessment should be equitable
• should neither privilege nor disadvantage
certain groups of students or exclude
others
• should be designed so that, under the
same or similar conditions, they provide
consistent information about student
performance.
VCE Assessment principlesVCE assessment should be balanced
• provide a range of opportunities for a
student to demonstrate in different contexts
and modes the knowledge, skills,
understanding and capacities set out in the
curriculum
• should provide the opportunity for students
to demonstrate different levels of
achievement
• judgment about student level of
achievement should be based on the results
from a variety of practical and theoretical
situations and contexts relevant to a study
VCE assessment should be efficient
• the study design will set out the minimum
number of assessments for teachers and
assessors to make a robust judgment
about each student’s progress and learning
• must balance the demands of precision
with those of efficiency
• should not generate workload and/or stress
that unduly diminishes the performance of
students under fair and reasonable
circumstances
School-assessed Task
(SAT)
Unit 4 Outcome 1
Developing a compliant, engaging and
rigorous assessment task
School-assessed Task (SAT)
• The SAT has mandated assessment criteria and descriptors
‒ Published in the VCAA Administrative information for
School-based Assessment on the Data Analytics study
page (Unit 4 Outcome 1 – revised for 2020)
• SATs are to be authenticated by the school
‒ Using the Authentication Record Form in the revised
Administrative information for School-based Assessment
Administrative
informationContains revised SAT criteria
(performance descriptors) and
authentication information, including
record forms and the assessment
sheet.
The SAT now contributes 25 per cent
to the study score.
The VASS submission date for Unit 4
is now 18 November.
Only refer to the revised
Administrative information – updated
on 7 July 2020.
Cri
teri
on
6
No changes to criterion 6.
Cri
teri
on
7
No changes to criterion 7.
Needs to be taught in the key knowledge but not assessed in the key skills through
the SAT. The related KK is examinable.
Deleted criterion 8
Cri
teri
on
9
No changes to criterion 9.
Does not need to be taught in the key knowledge and will not be assessed in the key
skills through the SAT. The related KK and KS will not be examinable.
Deleted criterion 10
Revised Authentication Record Form
The adjusted
Authentication
Record Form is
to be used for
authentication
comments.
These should be
updated
regularly.
Revised Assessment Sheet
Criterion 8 and 10
have been deleted
on the Assessment
sheet.
Revised VASS dates for 2020
• Unit 3 School-assessed Tasks – Monday 12 October
- Data Analytics: Criteria 1–5
• Unit 4 School-assessed Tasks – Wednesday 18 November
- Data Analytics: Criteria 6, 7 and 9.
Use of commercial instructions (SAT)
Potential concerns
• Teachers often use commercial instructions without checking them against the study design
to see that they meet the outcome statement, key knowledge and key skills.
• Instructions can often be very detailed telling students what to do step-by-step. This can
become an issue of undue assistance.
• Instructions can include content for assessment that is outside the scope of the outcome.
• Sometimes instructions can contain modified assessment criteria for the SAT. The VCAA
revised administrative information for School-based Assessment for Data Analytics is the
mandated criteria to be used only.
• Unit 4 Outcome 1 has been adjusted for 2020 only and commercial instructions may not
have the adjustments or correct adjustments. All documents need to be checked.
Use of commercial instructions (SAT)
Recommendations – In order to meet VCE Assessment principles
• Check the commercial instructions against the current study design. This includes the
outcome statement, key knowledge and key skills. Ensure the instructions address the
current study design. You may have to modify them.
• Be aware of the potential for undue assistance. Don’t have detailed instructions telling
students exactly what to do step-by-step.
• Ensure all content is within the scope of the outcome. Remove or modify content outside
the scope of the outcome.
• Ensure the criteria are the VCAA SAT criteria only from the revised administrative
information only.
• Ensure the instructions have been adjusted for 2020. If not adjust yourself using the
adjusted study design and revised administrative information.
School-assessed
Coursework (SAC)
Unit 4 Outcome 2
Developing a compliant, engaging and
rigorous assessment task
Some considerations
The teacher must decide the most appropriate task for their cohort, time and conditions for
conducting the task and inform the students ahead of the date. This decision is a result of
several considerations including:
• the outcome being assessed and the task type
• the estimated time it will take to teach the key knowledge and key skills for the outcome
• the likely length of time required for students to complete the task
• the classroom environment the assessment task will be completed in
• whether the assessment task will be completed under open-book or closed-book conditions
• any additional resources required by students
• when tasks are being conducted in other subjects and the workload implications for
students.
Unit 4 Outcome 2 – The outcome
On completion of this unit the student should be able to
respond to a teacher-provided case study to investigate the
current data and information security strategies of an
organisation, examine the threats to the security of data and
information, and recommend strategies to improve current
practices.
Unit 4 Outcome 2 – The assessment task
Key knowledgeDigital systems
• characteristics of wired, wireless and mobile networks
• types and causes of accidental, deliberate and events-based threats
to the integrity and security of data and information used by
organisations
• physical and software security controls for preventing unauthorised
access to data and information and for minimising the loss of data
accessed by authorised and unauthorised users
• the role of hardware, software and technical protocols in managing,
controlling and securing data in information systems
• the advantages and disadvantages of using network attached
storage and cloud computing for storing, communicating and
disposing of data and information
Data and information
• characteristics of data that has integrity, including accuracy,
authenticity, correctness, reasonableness, relevance and timeliness
Interactions and impact
• the importance of data and information to organisations
• the importance of data and information security strategies to
organisations
• the impact of diminished data integrity in information systems
• key legislation that affects how organisations control the
collection, storage, communication and disposal of their data and
information: the Health Records Act 2001, the Privacy Act 1988
and the Privacy and Data Protection Act 2014
• ethical issues arising from data and information security practices
• strategies for resolving legal and ethical issues between
stakeholders arising from information security practices
• reasons to prepare for disaster and the scope of disaster
recovery plans, including backing up, evacuation, restoration and
test plans
• possible consequences for organisations that fail or violate
security measures
• criteria for evaluating the effectiveness of data and information
security strategies.
Key skills
• analyse and discuss the current data and information security strategies used by
an organisation
• propose and apply criteria to evaluate the effectiveness of current data and
information security strategies
• identify and evaluate threats to the security of data and information
• identify and discuss possible legal and ethical consequences of ineffective data
and information security strategies
• recommend and justify strategies to improve current data and information security
practices.
VC
AA
Perf
orm
an
ce
de
sc
rip
tors
Designing the assessment task
• Students should be advised of the timeline and conditions under which the task is
to be completed. The assessment task must directly assess the student’s
understanding of the key knowledge and key skills as well as their ability to apply
these to the assessment task. Due dates and duration of assessment is a school-
based decision.
• Students should be given instructions regarding the requirements of the task,
including time allocation, format of student responses and the marking
scheme/assessment criteria. The marking scheme/assessment criteria used to
assess the student’s level of performance should reflect the VCAA performance
descriptors and key skills.
Use of Key knowledge, Key skills and
Performance descriptors• Consider how the Outcome statement, Key knowledge, Key skills and VCAA
Performance descriptors connect together.
• By reading the knowledge, skills and descriptors alongside each other, a case
study can be developed for assessment that covers each descriptor.
• Teachers will need to write a case study and determine how student performance
will be assessed:
‒ structured questions
‒ a report in written format
‒ a report in multimedia format
Desig
nin
g t
he
asses
sm
en
t ta
sk
Deve
lop
ing
th
e
ca
se
stu
dy
Developing the marking scheme
• List the VCAA performance descriptors and key skills.
• For each descriptor, list the activities required to demonstrate competency.
• Consider how many marks out of 100 that you would use for this particular area.
• Determining weightings – two factors to consider:
‒ Think of the time expended by students for each part of the task, and
allocate marks according to likely student effort areas.
‒ Think of the difficulty of specific tasks. Ensure that there is a chance for your
struggling students to demonstrate levels of competency in the task.
• Develop your marking scheme/assessment criteria.
Deve
lop
ing
th
e
mark
ing
sch
em
e
10 marks
15 marks
20 marks
15 marks
40 marks
For a Total of 100 marks
Using commercial tasks (SAC)
Potential concerns
• Teachers often use a commercial task without checking it against the study design to see
that it meets the outcome statement, key knowledge and key skills. An unmodified
commercial task will more than likely not meet requirements.
• Teachers often use a commercial task as is without modifying it to suit their cohort. The task
may be too easy or difficult for your cohort.
• Commercial tasks from previous years are often used without any alterations (and often
unchecked) – solutions are in the public domain – cannot guarantee authentication.
• Often content for assessment is outside the scope of the outcome (sometimes up to 20%).
• Poor use of marking schemes or rubrics being used. Lack of understanding of the
connection to the task and the marking scheme and issues with the weighting of descriptors.
Using commercial tasks (SAC)Recommendations – In order to meet VCE Assessment principles
• If you decide to start off using a commercial task for ideas then you need to check it and
modify it.
• Check the commercial task against the current study design. This includes the outcome
statement, key knowledge and key skills. Be very watchful that the tasks address the
current study design.
• Significantly alter the commercially-produced tasks each year in terms of context and
content (even for this current year).
• Check the marking scheme/assessment rubric and ensure it meets the key skills and
performance descriptors.
• Do the task yourself to ensure you are satisfied that it meets requirements and is suitable to
your cohort.
Revised VASS dates for 2020
• Unit 3 School-based Assessment – Monday 12 October
- Data Analytics: Unit 3 Outcome 1
• Unit 4 School-based Assessment – Wednesday 18 November
- Data Analytics: Unit 4 Outcome 2
Unit 4 Audit process
A comment about the Unit 3 audit
Despite the issues of working remotely supporting online learning 86% of
our schools continued with the audit process even though they had the
option to defer.
• Schools continued the process because it was important to them.
• The VCAA changed their process so that all CMs spoke to schools
before submitting their Further Evidence.
• Nearly all providers in Data Analytics ended up meeting requirements by
the end of Term 2. An outstanding effort.
• The quality of submissions to meet requirements was much improved.
General advice on the audit
https://www.vcaa.vic.edu.au/administration/schooladministration/schoolbasedassessmentaudit/Pages/Index.aspx
Why audit schools?
• The purpose is to check that the standards and requirements set out in study
designs are being followed and that assessment is being carried out in line with
the VCE assessment principles.
• Schools providing the VCE must deliver the course to the standards established
by the VCAA, ensure the integrity of student assessments and ensure
compliance with the requirements of the VCAA for the relevant assessment
program.
• All schools are audited annually for at least one VCE study and all VCE studies
are subject to the School-based Assessment Audit. An increased number of
schools are audited for VCE studies in the first year of implementation of a
reaccredited VCE study design.
Unit 4 Questionnaire• The first stage consists of a study-specific audit questionnaire which is completed online by
teachers on behalf of the school.
• The responses provided by the school to the audit questionnaire enable the VCAA to
determine if school-based assessment is following the specifications and requirements set
out in the accredited VCE study design and the VCE assessment principles.
For each submission received to the audit questionnaire, the VCAA determines one of the
following outcomes:
• The evidence submitted shows that VCAA assessment standards and requirements have
been met.
• There is not yet enough evidence to show that VCAA assessment standards and
requirements are being met.
• The evidence submitted determines that VCAA assessment standards and requirements
have not been met.
Unit 4 Questionnaire – What you need• Meet with your VCE Coordinator to discuss the process for completing
the audit.
• Go through the questions with them. They should be able to discuss the
procedures with you. Some schools have several meetings.
• Some documents to refer to:
‒ VCAA Revised 2020 Important Administrative Dates and Revised
2020 Assessment Schedule.
‒ VCE and VCAL Administrative Handbook for 2020.
‒ 2020 General Advice on the School-based Assessment Audit.
Unit 4 Questionnaire – Doing• VCAA provider number
• The relevant adjusted study design – Applied Computing (Adjusted for 2020 only)
• The revised Administrative information for School-based Assessment
• Assessment timeline for the unit
• Developed SAC tasks/SAT instructions or plans/outlines of SAC/SAT tasks for
the unit
• Developed marking guides or marking schemes
• VCE policies relating to school-based assessment
• Any commercial materials used in school-based assessment
• Any SAC tasks from previous years used in the current year’s school-based
assessment.
VASS Report
Schools will receive a report through
VASS on the outcome of the audit.
This report includes details such as:
• The outcome of the audit.
• The VCE assessment principles
not addressed.
• Actions required by the school.
• Comments provided by the Audit
Panel.
Unit 4 Further evidence
• Depending on the outcome of the audit questionnaire, schools may be
required to submit further evidence in Unit 4.
• The further evidence requested may be on any aspect of the
assessment, including tasks, assessment information provided to
students, conditions of assessment, marking schemes or criteria,
assessment timeline or moderation processes.
• Samples of student work will only be requested if serious concern is
raised.
• The submission of further evidence is completed electronically.
Unit 4 Further evidence
For each further evidence submission, the VCAA determines one of the
following outcomes:
• The evidence submitted shows that VCAA assessment standards and
requirements have been met.
• The evidence submitted determines that VCAA assessment standards
and requirements have not been met.
Outcomes and non-compliance
• Most schools will meet requirements within an audit cycle, for example Unit 3 or
Unit 4.
• Where a school does not meet VCAA assessment standards and/or requirements
at the conclusion of an audit cycle, support will be provided to the teacher/s of the
study to guide them through the assessment requirements of the relevant VCE
study design. The school will be re-audited for the same study in the following
audit cycle.
• The VCAA will draw any serious evidence of non-compliance to the attention of
the principal. In the event of serious irregularity, Executive Management of the
VCAA will determine whether disciplinary action or other procedures will apply.
Dates
20 July – Unit 4 Audit questionnaire opens
10 August – Unit 4 Audit submissions due from schools
05 October – Schools notified of Unit 4 Audit outcomes
– Unit 4 Further evidence opens
19 October – Unit 4 Further evidence submissions due from schools
30 November – Schools notified of Unit 4 Further evidence outcomes
Issues coming out of the Unit 3 Audit
• Questions not being completed or lacking in detail. Sometimes questions on
whole sections such as the SAT were unanswered.
• VCE procedures not being followed, for example, lost or stolen work, cross-
marking and/or moderation procedures and strategies for students receiving an
‘N’ for a unit.
• Issues with dates in timelines not aligning with VCAA or VASS submission dates.
• Incorrect outcome tasks being uploaded or incomplete tasks being uploaded.
• Questions relating to the SAC and SAT content not being referenced with the
study design or administrative information for school-based assessment
documents.
Issues coming out of the Unit 3 Audit• Responses not in the teachers own words. Copied and pasted content from other
sources. Often not addressing the question.
• Requested tasks not being submitted.
• SAC tasks and marking schemes that don’t meet requirements:
‒ Unmodified commercial tasks being used – tasks need to be significantly modified in
terms of context and content.
‒ Unmodified tasks and content from previous study designs that don’t meet the current
study design requirements.
‒ Tasks that have not been developed against the outcome statement, key knowledge,
key skills and performance descriptors.
‒ Marking schemes that do not relate to tasks and give no indication of how marked or
weighting of marks.
Further information
• Advice and further information on the School-based
Assessment Audit can be obtained from:
• VCE Curriculum Unit
• Tel: 03 9032 1735
• Email: [email protected]
Questions
Contact
Phil Feain – Digital Technologies Curriculum Manager (VCAA)
Ph: (03) 9032 1724