Curriculum | Assessment | Assessment | Body
Assessment
SACE assessment is different from other senior secondary school programs because it includes a mix of both school-based and external assessments.
In Stage 1, students’ work is fully assessed by their school. Then in Stage 2, their work is 70 per cent assessed by their school and 30 per cent by the SACE Board.
The SACE Board sets the curriculum, but its not set in stone. Teachers have the flexibility to use regional or local resources, and to determine content, the sequence of learning and assessment tasks. Students can also choose topics they are most interested in. They can demonstrate their learning achievements in a range of formats, such as projects, essays, tests and presentations – not just through formal exams.
External assessment comes in the form of an investigation task, a performance or an examination. SACE has also pioneered the use of e-exams, providing more authentic and relevant assessment, and recognising that students use technology in their learning and everyday lives.
To ensure adherence to the curriculum, teachers use SACE performance standards to decide on how well a student has demonstrated their learning. Teachers create a learning and assessment plan (LAP), guideing the development of assessment tasks and activities. Grading corresponds to a level of the performance standards (A to E at Stage 1 and, A+ to E- at Stage 2). The use of performance standards also offer opportunities for teachers and students to improve the quality of their teaching and learning.
As part of the SACE Board's quality assurance process, school assessments undergo moderation to confirm alignment with performance standards before students receive their final subject grades.
This kind of assessment is more effective in bringing out the best in each individual student and ensuring they are confident and prepared for university.
SACE Assessment Model