JOHN CURTIN COLLEGE OF THE ARTS SENIOR SECONDARY ... · see 9.2.1, 9.2.2 and 9.2.3 Parents must be...

Feb 2020

THIS DOCUMENT IS UNCONTROLLED WHEN PRINTED The electronic version of this document is the

approved and most current. Any printed version is uncontrolled and may not be current. 1

JOHN CURTIN COLLEGE OF THE ARTS SENIOR SECONDARY ASSESSMENT POLICY: 2020

This policy is provided to all senior secondary students, teachers and parents at John Curtin College of the Arts. This policy is developed in accordance with School Curriculum and Standards Authority (SCSA) and the Department of Education principles of validity, explicitness, comprehensiveness and fairness. Responsibility for explaining the policy rests with the teacher and once the policy has been presented and fully explained to the student, responsibility for adhering to the policy rests with the student. In order for this policy to be implemented effectively, clear communication is required between all parties i.e. parents/caregivers, teachers and students. 1. OVERVIEW Assessment of student work assists teachers to:

monitor student progress and to identify learning weaknesses

provide feedback to students

adjust learning programs

report student achievement to parents/caregivers

meet whole college and system planning, reporting and accountability procedures. 2. STUDENT RESPONSIBILITIES It is the responsibility of the student to:

attempt all in-class assessment tasks on the scheduled date and submit all out-of-class assessment tasks by the due date

maintain a folio of evidence for each course studied and to make it available whenever required - to assist this process the folio of evidence may be stored by the classroom teacher

maintain a good record of attendance, conduct and progress (a student who is absent for five periods/days or more per term is deemed to be ‘at risk’)

contact teachers concerning absence from class, missed in-class assessments, extension requests and any other assessment issues (in conjunction with their parents).

3. PARENT/CAREGIVER RESPONSIBILITIES It is the responsibility of parents to:

contact teachers concerning absence from in-class assessments, extension requests and any other assessment issues (in conjunction with their child)

contact the relevant deputy principal concerning an absence from an examination. 4. STAFF RESPONSIBILITIES It is the responsibility of teaching staff to:

develop a teaching/learning program that meets the Western Australian Certificate of Education (WACE) syllabus requirement for the course

provide students with a syllabus for the course, a course outline and an assessment outline at the start of the course

ensure that assessments are fair, valid, educative, explicit and reliable

provide students with prompt assessment feedback and guidance

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maintain accurate records of student achievement and assessment using Reporting to Parents (RTP)

meet college and external timelines for assessment and reporting

inform students and parents/caregivers of academic progress as prescribed by the college’s reporting timelines. In addition, students and parents/caregivers will be advised when it is identified that there is a risk a student may not complete course requirements

work with the relevant HOLA and the college administration team to maximise opportunities for all students to succeed at a high level on assessment tasks

enact special assessment requirements (as outlined by the PROPEL staff) for students with a documented learning difference, including mental health issues in accordance with SCSA guidelines.

5. INFORMATION PROVIDED TO STUDENTS At the start of each course the teacher will provide a printed copy of the following to each

student:

the SCSA syllabus for the course

a course outline that includes the following information: o content to be covered o sequence in which the content will be taught o approximate time allocated to teach each section of the course.

an assessment outline that includes the following information: o number of tasks to be assessed o weighting for each assessment task o a general description of each assessment task i.e. what students need to do,

and if the task is extended the steps to be followed o a general indication of the content covered by each assessment task o weighting for each assessment type, as specified in the assessment table of

the syllabus o approximate timing of each assessment task (i.e. the week in which each

assessment task is planned or the due dates for significant stages of each extended task).

6. MODIFICATION OF THE ASSESSMENT OUTLINE If circumstances change during the teaching of a course, requiring the teacher to make adjustments to scheduled assessment tasks, then students will be notified and provided with a copy of the modified assessment outline. Where a disability, special education needs or cultural beliefs have resulted in the inability of a student to complete one or more assessment tasks the assessment outline will be adjusted and provided to the student and parent/caregiver. 7. ABSENCE FROM IN-CLASS ASSESSMENTS 7.1 Approved absence The penalty for non-completion of an in-class assessment task will be waived if the student provides a reason for the absence which is acceptable to the college. For example:

where sickness or injury prevents a student attending

where significant personal circumstances i.e. funeral or accident prevents a student attending

where a specialist medical appointment prevents a student attending.

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Where possible advanced notification of a student absence from an in-class assessment is required.

Absence from an in-class assessment task must be communicated to the classroom teacher

by the parent/caregiver using one of the following:

letter from parents/caregivers

email from parents/caregivers.

In this communication parents/caregivers are required to:

provide a reason for their child’s absence

acknowledge that they are aware that their child has been absent for an in-class assessment.

Where the student provides a reason, which is acceptable to the college for the non-completion of an invigilated task, the teacher will:

negotiate an adjusted due date for an in-class assessment task. As a general rule students sit the task during the next scheduled teaching period OR

decide on an alternate assessment task (if, in the opinion of the teacher, the assessment is no longer confidential) OR

no longer require the task to be completed, provided the teacher has sufficient evidence from other tasks completed to meet the SCSA requirements for the course to enable a grade and mark to be assigned OR

apply the learning area policy for Mathematics and Science for approved absences (Refer to Appendix 2 for details of this policy).

Please note: in situations whereby the parent/guardian has phoned in an absence to Student Services and this is approved and recorded on Compass the classroom teacher, upon realising the student is absent from an in class assessment, must notify the parent/guardian via email. (sample provided) and ascertain the situation following the four dot points above. If this becomes a trend for this student, then HOLA intervention may be required. Satisfactory explanation of the absence will be approved by the classroom teacher (in conjunction with the HOLA where necessary) and a record kept by the classroom teacher. Where the situation is deemed not acceptable a score of zero is recorded and parent/caregiver is by email. See Appendix 1. Refer to Appendix 1 for flow chart on In-class Assessment. 7.2 Unapproved absence A penalty for non-completion of an in-class assessment task will be activated when no reason for the absence has been given or the reason provided is unacceptable to the college (Refer to Appendix 1). Events that can be rescheduled are not a valid reason for non completion of an in-class

assessment task. These include:

family holidays

driving lessons

general medical appointments

ball preparation.

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Note: Any student who leaves the college because they are sick and misses an assessment without following correct procedures (working through Student Services and/or referral from college nurse) will not be provided with a valid reason by Student Services. Penalty: If a valid reason is not provided, the assessment schedule will not be modified and the student will be awarded a “zero” mark for the missed assessment. 8. COLLEGE EXAMINATIONS and EXTERNALLY SET TASKS (ESTs) Written examinations will be held in all ATAR courses in Semester 1 and Semester 2. In those courses with a practical/performance/oral WACE examination a practical/performance/oral exam will also be held. An Externally Set Task (EST), as developed by SCSA, will be held in all General Year 12 courses in Semester 1. This assessment task has a weighting of 15% of a course’s final mark. The examination timetable or EST timetable is issued to students prior to the start of the exam period. The examination/EST rules are printed on the back of the timetable and are available on Connect. Students must attend examinations/EST at the scheduled times and follow examination/EST rules. Where health issues or personal circumstances prevent a student from completing one or

more school examinations/EST, parents are required to contact the relevant Deputy Principal

responsible for exam absences. In the case of:

illness or injury; a GP medical certificate or Hospital Statement of Admission MUST be provided

unforeseen personal circumstances; a letter/email or phone call.

The college will determine whether the reason is acceptable and if not acceptable the student will be given a mark of zero. Events that can be rescheduled are not a valid reason for non completion of an exam or EST. These include:

family holidays

driving lessons

driver’s licence test

general medical appointments

ball preparation. Students with an approved absence will receive a predicted exam score based on a mathematical formula.

Parents are to be informed by the classroom teacher via email. Refer to Appendix 5 for email template for teachers.

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8.1 College examinations/EST and temporary sickness or misadventure Students suffering from a temporary sickness or misadventure preceding or during an examination can apply to the college for consideration to be given to their examination mark. Consideration will be given when a student believes their performance in an examination has

been affected by:

temporary sickness (supported by a GP medical certificate or Hospital Statement of Admission)

unforseen misadventure (e.g. grief) suffered immediately before or during the examination period.

After lodgement and acceptance of an application, the matter is referred to a panel (Deputy Principal, Head of Student Services and a HOLA). This panel will compare the examination mark to prior school assessment and how the course cohort performed in the examination. The panel will grant an exemption if the student performs in a way that is inconsistent with their prior performance in assessment. This process is not to be confused with special examination arrangements. Students who experience a temporary illness or misadventure will not be eligible for WACE special examination arrangements as per SCSA Guidelines. 9. ASSIGNMENTS, REPORTS, PORTFOLIOS, AND OTHER PROJECTS: MEETING DEADLINES 9.1 Late work It is important that students meet deadlines. If students do not meet deadlines this can then impact on future assessment tasks and can quickly lead to a spiral where students fall behind across a number of courses. Due dates will be clearly outlined and implemented. Where adjustment to a deadline is necessary, it will be made in consultation with students and documented (STAFF NOTE: it is recommended that due dates are set early in the week to avoid weekends/public holidays. If a student fails to submit work for a course and there is no valid reason provided, a penalty of 5% per day (inclusive of Saturday and Sunday, public holiday or non- contact days) will be applied to the score. Parents must be advised in writing when a penalty is applied to late work. If this is a recurring situation, then a meeting will be scheduled with the HOLA and/or relevant Deputy Principal. This meeting will be held in consultation with Student Services and the parents/guardians. 9.2 How the late penalty works: two examples

Example 1: If a student submits their work 1 day late and receives a mark of 17 out of 20 then a penalty of 5% is deducted from the student’s mark i.e. 5 % of 17 is 0.85 marks therefore the score recorded in RTP would be 16.0 (rounded)

Example 2: If a student submits their work 5 days late and receives a mark of 17 out of 20 then 25% is taken from the student’s mark i.e. 25% of 17 is 4.25 marks therefore score recorded in RTP would be 13.0 (rounded).

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Figure 1: How the late penalty works Parents must be advised in writing when a penalty is applied to late

work.

Day 1 5% penalty to result achieved





9.2.1: If a student still has not submitted work five days after the due date, then the classroom teacher engages the support of the relevant HOLA who will become part of the restorative process. The aim of this is to support students in the completion of course requirements. 9.2.2: Please note: From day six to day 10, 5% a day could keep being subtracted until a maximum of 50% penalty to result achieved. Work submitted on or after this time will still be marked, however it must be completed within the relevant reporting period. 9.2.3: If a student has not submitted work 5 days after the due date, and is being case managed by Student Services and/or has an identified learning difference, or a significant circumstance has occurred which has adversely affected their preparation, then a meeting will be scheduled with the HOLA, relevant Deputy Principal and/or Student Services with the parents/guardians. The aim of this meeting is to ensure the overall wellbeing of the student and to the support them in the completion of course requirements. 9.3 Unforseen absences on the day a task is due If a student has an unforseen absence on the day a task is due, then a parental email or phone contact with the teacher with a valid reason for the student’s absence will suffice. If the student is unlikely to attend the next day, the assessment task must be emailed directly to the teacher. This request is based on the assumption that the student completed the assessment prior to the due date. 9.4 Extensions As a general guide, the college is reluctant to grant extensions. However, if a student strongly believes, and can demonstrate, their preparation has been adversely affected by illness or other significant circumstances outside of their control, they can then apply for an extension. Significant circumstances may include but are not limited to:

death or serious illness of a member of the student's immediate family or household, or of a close friend

serious injury

being a victim of a crime

serious disruption to domestic arrangements

state or national representation with a registered sporting association e.g. Hockey WA, Football West.

Normal occupational commitments and extracurricular activities are NOT accepted as grounds for granting extensions because students are expected to plan ahead. Extensions can be approved by the classroom teacher in consultation with the HOLA and must be presented on the written application form as per Appendix 3.

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In the event an extension is granted and a student does not submit work by the revised due date, the regular penalty of 5% per day up to ten days will apply from the revised due date. Also see 9.2.1, 9.2.2 and 9.2.3 Parents must be advised in writing when a penalty is applied to late work. After five days late from the revised due date, the classroom teacher then engages the support of the relevant HOLA who will become part of the restorative process. The aim of this is to support students in the completion of course requirements. 10. CHEATING, COLLUSION AND PLAGIARISM Students must not cheat (i.e. engage in a dishonest act to gain an unfair advantage). Examples of cheating include but are not limited to:

notes on mobile phones and other electronic devices.

swapping written essays before submission

notes on arms or paper in pencil cases

notes in scientific calculators.

In order to minimise the opportunity for cheating classroom teachers will:

ensure in-class invigilated assessments are carried out in an environment similar to exams – bags at the front, clear pencil cases or bags only, clearly identified markers on paper supplied for writing and/or different coloured paper

actively monitor students during an assessment by walking around the room.

All work on each assessment task must be the work of the student. Students are not permitted

to submit for marking, as original, any work which is:

prepared or substantively contributed to by another person (e.g. student, teacher, tutor or expert)

copied or downloaded from the internet without acknowledging the source

paraphrased or summarises the work of others.

If a student is believed to have engaged in cheating, collusion or plagiarism, the teacher will refer the matter to the HOLA responsible for the course, who will consult with the relevant deputy principal, before contacting parents. As part of this process, the student and the parent/guardian will be informed of the alleged inappropriate behaviour. The student will be provided with the right of reply. If it is demonstrated beyond reasonable doubt that a student has cheated, colluded or

plagiarised, one of the following penalties will apply:

a mark of zero for the whole assessment task OR

a mark of zero for the part of the assessment task where the teacher can identify that the work is not the student’s own.

The parent/guardian will be informed in writing of the decision made, the penalty and any further disciplinary action.

Please refer to Appendix 4 to see frequently asked questions regarding sections 7 and 9 of this policy.

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11. SECURITY OF ASSESSMENT TASKS Where there is more than one class studying the same course at the college all, or most, of the assessment tasks will be the same to ensure student marks are on the same scale. In such cases, to ensure that no students are unfairly advantaged, the question papers used for in-class assessment tasks will be collected at the end of the lesson and retained by the teacher until the task has been completed by all classes. In their own interests, students must not discuss the nature of the questions with students from the other classes until all classes have completed the task. Discussion of the questions will be treated as collusion and the students will be penalised.

Where the college uses the same assessment task or exam as other schools, the task/exam and the student responses will be retained by the teacher until the task/exam has been completed by all schools. 12. CHANGING COURSES All course changes are subject to the ability of the college to provide for the change and must have support from parents/caregivers.

As all upper school courses at the college run for the full year, course changes should be completed as early as possible, except in extraordinary circumstances, before the end of Week 7 Term 1.

Where a student changes school during the academic year credit for the completion of work in the same course will be given when the student and/or the previous school supplies the appropriate evidence.

Students who gain the college’s approval for course transfer should not be penalised in the assessment and grading process. Opportunities must be provided for students to complete the essential elements of the assessment program for the course into which they are transferring. 13. STUDENT APPEALS AGAINST COLLEGE MARKS AND GRADES This process must be completed in accordance with SCSA’s procedures. All final grades are subject to approval by SCSA at the end of the year. The student (and parent/caregiver) will be notified of any changes that result from SCSA’s review of the student’s results submitted by the college. If a student considers that there is an issue about the delivery of the course, the marking of one or more assessments tasks, or the grade assigned for a course, they should, in the first instance, discuss the issue with the teacher. If an assessment issue cannot be resolved through discussion with the teacher, then the student (or the parent/caregiver) should approach the relevant HOLA/teacher-in-charge responsible for the course. The student or their parent/caregiver can request, in writing, that the college conduct a formal assessment review if they consider that the student has been disadvantaged by any of the following:

the assessment outline does not meet the syllabus requirements

the assessment procedures used do not conform with the college’s Senior Secondary Assessment Policy

procedural errors have occurred in the determination of the course mark and/or grade

computational errors have occurred in the determination of the course mark.

The principal, or a nominated representative, will conduct the review. The reviewer will meet

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with the student and the teacher independently and prepare a written report. This report will be provided to the student and their parent/caregiver. If this review does not resolve the matter, the student (or parent/caregiver) may appeal to SCSA using an appeal form which is available from the deputy principal or SCSA website. SCSA representatives will then independently investigate the claim and report to the Authority’s student appeal committee. If the committee upholds a student appeal the college will make any required adjustment to the student’s mark and/or grade and where required, the mark and/or grade of other students and re-issue reports and/or the statement of achievement as necessary.

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Appendix 1 In-Class Assessment Task

Student completes the assessment task on the date set.

Student does not sit the assessment task on the date set.

College considers the reason for non-completion.

Reason for non-completion is ACCEPTABLE: For example

Letter/email from parent/guardian to teacher identifying

o sickness o injury o specialist

medical appointment o significant personal

issue i.e. funeral o medical certificate

Contact from Student Services Team

Reason for non-Completion is NOT ACCEPTABLE: For example

family holidays

drivers licence test or lesson

ball preparation

unexplained absence

A score of zero is recorded. Parent informed by email. (Appendix 5)

Negotiate an adjusted date. *

Decide on alternative assessment task. **

Task not required to be completed ***

Follow Maths and Science policy ****

Record the appropriate result or notification in RTP

* Usually the next teaching period.

** If in the opinion of the teacher the original assessment is no longer confidential. *** If in the opinion of the teacher sufficient evidence exists in other completed tasks that meet the

requirements of the course. **** Refer to Appendix 2.

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Appendix 2 Science and Maths Policy for In-

Class Assessments

Student does not complete a Science or Maths in class assessment on the set date

Reason for non-completion is NOT ACCEPTABLE

Reason for non-completion is ACCEPTABLE

Student’s score on task is recorded in notes section of task in RTP

Student is given feedback on performance on the task

At the end of Semester 1/2, when there is additional assessment information available, the teacher will consider whether to use the recorded score (dependent on whether student has been advantaged/disadvantaged by doing the task after the other students).

Students sits the assessment on the next scheduled class period (usually the next day)

Record the appropriate result or notification in RTP

A score of ‘zero” is recorded. Parent informed by email. (Appendix 5)

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You must complete this form if they choose to seek consideration when illness or other significant circumstances have had an adverse effect on your academic preparation for an in-class assessment or meeting the deadline for an assignment, portfolio etc.

FORM COMPLETION

Complete each section (1, 2, 3, 4 and 5) in full.

FORM SUBMISSION

Applications must be submitted at the earliest possible date and usually within three days of the assessment due date

If you are unable to submit the application within this period, you must demonstrate exceptional circumstances that prevented you from doing so

All supporting documentation must be attached

Forms must be given to the relevant classroom teacher in person.

1. Personal details

Student surname:

Student first name:

Parent/guardian surname:

Parent first name:

Contact number:

Email:

2. Course

Course: Teacher:

Type of Assessment Task: Date Due:

3. Reason for request

4. Supporting evidence and/or documentation:

Tick box

# Must be attached

Medical certificate (#)

Hospital Admission Statement (#)

Traffic Accident Police Report (#)

Witness name: Mobile number:

Other: include details

5. Declaration

I certify that the information outlined above is a true and accurate representation of my circumstance/s.

Student signature: Date:

Parent signature: Date:

Appendix 3 Senior School: Request for Extension

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Scenario 1 Situation: Student A submitted a task 3 days late without an approved extension or reason for the late submission. The work was assessed and achieved a result of 15 out of 20. Outcome: The student work had 0.75 marks (5 %) per day deducted for 3 days resulting in a final score of 13 out of 20 (rounded). Rationale: The student gained an additional 3 days to complete the task in comparison to other students who met the deadline. This is not fair to other students. Scenario 2 Situation: Student B did not sit their Mathematics test scheduled for the assessment period. On their return to the college they sat the test and achieved a score of 28 out of 50. Outcome 1: The student supplied a valid reason for their absence via an email from their parent. This score is held in RTP and the paper returned to the student for feedback. Once additional assessment tasks have been completed the teacher can make a judgement as to whether the student was advantaged due to the extra time to prepare and /or the possibility that content of their paper may have been openly discussed by other students. In cases where a student may have missed preparation due to approved medical reasons the teacher can consider whether a student was disadvantaged. Outcome 2: The student was unable to supply a valid reason for missing the assessment. The student is allocated a zero for this task. Rationale: In Outcome 1 the student could have gained an unfair advantage of an additional two days to prepare and may have been exposed to the nature of the task by other students. If all appears valid the teacher will include the result at a later date. In Outcome 2 no reason has been given. The student receives a zero. Scenario 3 Situation: Student C was absent for a HASS assessment. They returned the next day with a letter from their parent /caregiver indicating they were sick and unable to attend school. The parents stated they were aware their child had missed an assessment. Outcome: Student C would be granted an approved absence from the assessment. The teacher in consultation with their HOLA would apply the assessment policy. No penalty would be applied. Rationale: Legitimate absence, no advantage gained due to illness.

Appendix 4 Frequently Asked Questions

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Scenario 4 Situation: Student D was absent for 3 days before an English task. The parent /caregiver made contact with the teacher and requested an extension due to illness. In addition, the parent was able to supply a medical certificate. Outcome: Due to illness the teacher granted an extension of 3 days using the request for extension form. An alternative question was presented for the student to respond to. Rationale: Student D was ill and unable to prepare effectively. Teacher granted an extension and presented a separate question so that Student D was not advantaged by being informed of the question by their peers. The assessment is still fair, valid and reliable. Scenario 5 Situation: Student E was present all day then missed an assessment during Period 6. They had not presented to Student Services or the Nurse. Outcome: This is considered an unapproved absence. The student asked to sit the assessment the next day. The teacher asked for an explanation for the absence for which an approved response could not be provided. Rationale: This student has gained an unfair advantage of an additional night to prepare and may have been exposed to the nature of the task by other students. The student received a score of zero and the parents/guardians were notified by the classroom teacher. Scenario 6 Situation: Student F has been diagnosed with panic attacks and anxiety. All medical records have been provided to Student Services. The student misses a Mathematics assessment period 4 due to an anxiety attack. The student reports to Student Services and the Head of Student Services informs the teacher/HOLA of the incident. Outcome: The absence is approved and the student sits the task the next period. No penalty is applied. The teacher notes in RTP that the assessment was sat a day late due to an approved medical reason. Rationale: The student’s diagnosed medical condition has been taken into consideration. The assessment is still fair, valid and reliable. Scenario 7 (practical assessment) Situation: Student G has missed a practical assessment due to an approved reason and an alternate assessment time is not possible. Outcome: The teacher uses class process to award marks. Rationale: The student is not penalised as the absence was approved. Scenario 8 (practical assessment) Situation: Student H missed a practical assessment, which is a group task, due to an approved reason and an alternate assessment time is not possible. Outcome: The teacher uses class process to award marks. Rationale: The student is not penalised as the absence was approved.

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Scenario 9 (practical assessment) Situation: Student I missed a practical assessment, which is a group task, with no valid reason given. Outcome: The group still performs without the group member. For the students present: the teacher assesses the group as well as monitor class process marks and awards the fairest mark. For the student that is absent: the teacher awards a zero. Rationale: Other students in the group are not disadvantaged.

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