Completion of Assessment Items for policies that may require the award of a V grade.
4.3.6.5
Status (S) Grade
Colleges may award a grade of Status (S) when a student is unable to complete work in a unit
because of illness or misadventure. (Refer to 4.3.13
Special Consideration and 8.9.
3 Students with
Major Disabilities) Il ness and misadventure refer to events, such as documented sickness or injury, depression,
bereavement, mishap, calamity or disaster, that have directly affected the performance of a student
in a particular unit of study. Misadventure does not include a lack of understanding of English.
The award of the Status (S grade) should be seen as a “last resort” and only awarded if a student has
completed insufficient work in a unit to justify the award of a grade on the A-E scale. A grade of
Status (S) should not be given for any other reason.
Status can be awarded in C courses. If Status is given, the students wil not be credited with any
competencies for the relevant unit.
In situations where a student is suffering from long term illness, colleges should develop a long-term
strategy that can encourage study that will be graded A-E and scored (where T unit). Colleges are
encouraged to take a “case management approach” to long term illness and not an “ad hoc”
semester by semester approach. Situations of long-term il ness can be addressed through part-time
study, study over 2-5 years or deferment of study.
Al instances for the award of Status (S) should be documented within the col ege.
If the grade S is awarded, the unit counts towards the formation of courses and the units needed for
the award of a Senior Secondary Certificate and Tertiary Entrance Statement, within the
requirements specified under section 4.3.6.8 Number of Status (S) and Recognition (R) Units
Awarded.
Requirements relating to the awarding of a Status grade can be waived in exceptional circumstances
with the permission of the Executive Director, BSSS.
4.3.6.6 Recognition (R) Grade
The grade Recognition (R) is awarded to units recognised for studies completed in other
jurisdictions.
4.3.6.7 Units from Other Systems
Refer to 8.9.2.
1 Transferring from within the ACT system and 8.9.2.
2 Transferring from outside the
ACT system.
4.3.6.7.1
Recognition in Specified BSSS Units
Recognition may be awarded in Board units where a student has studied work deemed by the
principal to be equivalent to year 11 or 12 studies offered by the college. (Refer to 4.3.14.4
Courses
from Other Jurisdictions) The actual unit awarded in the first instance should be a specified Board
unit.
4.3.6.8 Number of Status (S) and Recognition (R) Units Awarded
Units with a grade of Status (S) and Recognition (R) as described above can be given with the
following guidelines:
For all accredited (T, A and M) courses, with the exception of 4.3.14.4
Courses from other
Jurisdictions. A minor course must include a minimum of one standard unit for which an A-E grade is awarded,
and a score if a course score is to be awarded.
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One or more of the fol owing penalties to be imposed subject to the
1. First incident of
degree of the infringement:
breach of discipline
Penalties (a) to (f)
One of the fol owing penalties to be imposed subject to the degree of
2. Subsequent
the infringement and previous breach(es) of discipline:
breach(es) of discipline Penalties (b) to (g)
Counsel ing of students is a key component of the process. After the first incident of a breach of
discipline, the letter to the student must include a warning about the consequences of subsequent
breaches.
4.3.13 Special Consideration
Special consideration at the assessment item level is the ‘first resort’ that schools should use if a
student’s assessment performance is affected by il ness or misadventure.
Status through the awarding of an S unit grade for more than one occurrence is the ‘last resort’
when the school determines that, due to a student’s illness or misadventure, there is insufficient
evidence in assessment items to grade and rank. (Refer to 4.3.6.5
Status (S) Grade) In the event a student has suffered short-term illness or mis-adventure, the school should document
procedures for special consideration for specific assessment items and comment the action against
the correct Markbook entry.
For any assessment item, affected by special consideration, at least one of the following alternatives
will be adopted:
• Alternative assessment items
• Modification of existing assessment items
• Extension on submissions of work of that item
• Deferring assessment of that student until an assessment item/s required for critical
assessment can be completed. (Does not apply to the last assessment period in year 12)
• Sitting assessments at times different from other students, with adequate security/controls
• Extra time allowed for assessment items
• Exemption from completing particular assessment items.
The Board expects that schools will establish documented protocols for the selection of appropriate
alternatives, taking into account student needs, unit requirements and school constraints.
In a unit where some assessment items are estimated, and an A to E grade is awarded, a minimum of
50% of assessment, by weight, must be substantial y completed by the student.
The primary aim is to provide assessment opportunities for that student to demonstrate evidence
for grading and ranking in an environment that is not only fair to the student who has suffered the
illness or misadventure, but to all students.
Situations, other than illness and misadventure, may involve the use of special consideration in the
form of extensions of deadlines and alternative assessment items. Other situations for example
would include significant sports representation. It is the principal’s responsibility to determine what
constitutes the use of special consideration for other events that are not classed as il ness or
misadventure. These situations should address the need for students to show evidence of
performance. The awarding of Status is not appropriate in these cases.
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Schools should keep adequate documentation when determining all cases of special consideration.
Consideration should be based on enabling a student’s performance in assessment items relevant to
that unit of study.
Note also that consideration does not imply the subjective alteration of marks on assessment items.
4.3.14 Courses
4.3.14.1 Reporting Units Associated with Courses
Units studied as part of a course are to be grouped together and reported with that course on the
ACT Senior Secondary Certificate. A student must be credited with the highest level of course
accreditation possible.
No unit that should be associated with a completed course may be reported in Ungrouped Units
No completed T course can be deleted or reduced in course type by placing the units in another T or
A course, with the fol owing exceptions:
• where course accreditation allows, all the units from a completed course may be
transferred, unchanged, to provide credit in another course which is in the same Scaling
Group
• where the units have been accredited as part of an Integrated course. (Refer to 3.3.5.6
Accreditation of Integrated Courses)
• in problem situations the principal should approach the Executive Officer - Certification and
Assessment for permission to make an individual change.
4.3.14.1.1
Units from other Courses
Where a course allows, such as an integrated course or specific course rules, units from a course
may be counted towards the course type of another course
Where a student has completed less than a minor in a Tertiary accredited course and also some units
in the corresponding Accredited course the Tertiary accredited units can be moved into the
Accredited course.
Where a student has completed less than a minor in an Accredited course and also some units in the
corresponding Modified course the Accredited units can be moved into the Modified course.
When a course is rewritten the units from the old course can be placed under the new course
heading in order for the student to obtain one combined course.
Refer to 4.3.14.
5 Duplicate Courses and Content
4.3.14.1.2
Structured Workplace Learning in Courses
Refer to 10.2.4
Structured Workplace Learning.
4.3.14.2 Course Score Calculations
Students are awarded a course score for each T and H course completed. These scores indicate the
relative ranking of students within a group and are not designed to show a level of achievement in
that course.
Course scores are not reported on the ACT Senior Secondary Certificate. Scaled scores for T and H
courses are reported on the Tertiary Entrance Statement.
The distribution shape and the rank order of the group given by the col ege are maintained. The
premises for calculating and reporting course scores are:
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4.3.6.2.2
Storage of Unit Assessment Data
It is expected that all record keeping will be in an ACS Markbook. There should be one Markbook for
each unit in any one assessment period. A Markbook can be used to process unit scores for more
than one unit in an assessment period. For T units the Markbook will include raw marks, standardised
scores, Z scores and the addition of all assessment items (in the correct weightings).
Records for A units should include results for all assessment items.
Marks altered must be documented in the Markbook. The reason for alteration must be included in
the documentation. The awarding of V grades and Status must also be explained.
All students enrolled in a particular unit must have a record in the correct Markbook. No student or
assessment item should be deleted.
Changes to raw unit scores as a result of meshing different units and courses in a scaling group must
also be documented in Markbooks.
Markbooks should be complete within two teaching weeks of the end of the assessment period and
in the case of the end of year 12 on the day that course scores are due or at a date negotiated with
the Executive Officer - Certification and Assessment.
4.3.6.3
Unit Grades (A-E), Participated (Q), Pass (P)
A student’s achievement in A, T, and M courses is reported on the Senior Secondary Certificate using
a five point A to E scale, relative to the unit goals and against Framework achievement standards.
(Refer to 8.3.
1 Generic Achievement standards) Grades are awarded on the proviso that the assessment requirements have been met. Teachers will
consider, when al ocating grades, the degree to which students have demonstrated their ability to
complete and submit tasks within a specified time frame.
In an R unit, the grade P is awarded if the student has satisfied the requirements for the unit,
otherwise a V grade is awarded.
In a C course or a Structured Workplace Learning unit:
• students are awarded a Pass if they have achieved at least one of the competencies in the
unit and have met the attendance (refer to 4.3.8
Attendance/Participation) and assessment
(refer to 4.3.9
Completion of Assessment Items) requirements. The actual competencies
achieved by the student are recorded on the vocational Certificate or Statement of
Attainment
• students are awarded the grade Participated if they have complied with the BSSS
requirements relating to attendance (refer to 4.3.
8 Attendance/Participation) and
completion of assessment items (refer to 4.3.
9 Completion of Assessment Items) but have
not achieved any of the competencies in the unit.
In an E course, a student’s achievement will be shown as a Pass for each registered unit awarded.
The Board does not prescribe the distribution of Unit Grades. It does publish distribution statistics.
(Refer to 9.2.3 Unit Grades in H courses)
4.3.6.4
Not Assessed (V) Grade - (Units do not Count)
A V grade is awarded when a student does not satisfy the assessment or attendance requirements of
a unit. While a V grade will appear on some printouts it will not appear on the Senior Secondary
Certificate or Statement of Achievement. Refer to 4.3.
8 Attendance/Participation and to 4.3.9
Completion of Assessment Items for policies that may require the award of a V grade.
4.3.6.5
Status (S) Grade
Colleges may award a grade of Status (S) when a student is unable to complete sufficient assessment
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link to page 5 link to page 5
in a unit because of illness or misadventure. (Refer to 4.4
Equitable Assessment and Special
Provisions)
The award of an S grade must be seen as a last and sparingly used option and only awarded if a
student has received estimates for more than 50% of assessment by weight in a unit but has
otherwise satisfied the learning goals of the unit. An S grade cannot be given for any other reason.
In situations where a student is suffering from long term illness, col eges should develop a long term
strategy which provides access to courses of study that can be graded A-E and scored (when T units).
Colleges are encouraged to take a case management approach to long term illness and not ad hoc or
semester by semester approaches. Situations of long term il ness can be addressed through study
over 2-5 years, including part-time or deferment of study.
All instances for the award of an S grade wil be documented by the col ege and recorded in ACS.
If an S grade is awarded, the unit may count towards the formation of a course and the units needed
for the award of a Senior Secondary Certificate and Tertiary Entrance Statement, within the
requirements specified under section 4.3.6.8
Number of Status (S) and Recognition (R) Units
Awarded. 4.3.6.6 Recognition (R) Grade
The grade Recognition (R) is awarded to units recognised for studies completed in other jurisdictions.
4.3.6.7 Units from Other Systems
Refer to 8.9.2.
1 Transferring from within the ACT system and 8.9.2.
2 Transferring from outside the
ACT system.
4.3.6.7.1
Recognition in Specified BSSS Units
Recognition may be awarded in Board units where a student has studied work deemed by the
principal to be equivalent to year 11 or 12 studies offered by the college. (Refer to 4.3.13.4
Courses
from Other Jurisdictions) The actual unit awarded in the first instance should be a specified Board
unit.
4.3.6.8 Number of Status (S) and Recognition (R) Units Awarded
Units with a grade of Status (S) and Recognition (R) as described above can be given with the
following guidelines:
For all accredited (T, A and M) courses, with the exception of 4.3.13.
4 Courses from other
Jurisdictions. A minor course must include a minimum of one standard unit for which an A-E grade is awarded, and
a score if a course score is to be awarded.
A major course must include a minimum of 2 standard units with an A-E grade, and a score if a course
score is to be awarded.
A major/minor course must include a minimum of 3 units with an A-E grade, and a score if a course
score is to be awarded.
A double major course must include a minimum of 4 standard units with an A-E grade, and a score if
a course score is to be awarded.
Units with a grade Status (S) and Recognition (R) cannot be awarded to students completing an
abridged package.
At least 8.5 of the A, T, M, H, C, E or W units being used to meet the minimum units required for the
issue of an ACT Senior Secondary Certificate must not have Status grades.
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Officer - Certification and Assessment. The Executive Officer - Certification and Assessment will
calculate an appropriate ACT course score based on documentation and correspondence with the
original state.
4.3.13.5 Duplicate Courses and Content
Identification of duplicate content in courses is generally done at the course
accreditation/registration stage. However, the responsibility for preventing undesirable overlap of
content studied by a student rests with the principal of the student’s home col ege.
Where a student undertakes two or more courses which the Executive Director, BSSS determines to
be substantially alike, only one of the courses or applicable units will be reported on and count
towards the requirements for a Senior Secondary Certificate and Tertiary Entrance Statement.
• If one or more of these courses is being studied at an institution other than the student’s
home col ege, the home col ege course wil be the one counted and reported on the
certificates
• If all courses are being studied at the home college the principal will decide which course/units
are to be retained
• If two or more courses which have significant overlap of content are being studied at
institutions other than the home college, the principal of the student’s home col ege wil
determine which course/units are to be reported on and count towards the student’s
certificates.
In making the decision on which course/units to retain, the principal should take into account the
accreditation type of the course and the course type completed by the student.
The Office of the BSSS will inform colleges of any cases of apparent duplication or overlap of courses
which come to notice.
4.4
Equitable Assessment and Special Provisions
4.4.1
Principles
The Board supports the fol owing principles of equitable assessment and special provisions:
• Al students must have reasonable opportunity to demonstrate their knowledge, skil and
learning outcomes when faced with adversity outside of their control, such as disability, illness
or misadventure.
• Protocols for the selection of special provisions should be documented and consistently and
equitably applied. They should consider student needs, unit requirements and school
constraints.
• The long term learning outcomes of the student should be a central consideration.
• Special provisions must maintain assessment against the achievement standards, unit goals
and unit content descriptions and not reduce validity and reliability of the assessment.
• Special provisions should not give one candidate an unfair advantage over another.
• A student’s assessment results should reflect performance, not potential.
• Assessment practices should be consistent with the Disability Discrimination Act 1992 and the
Disability Standards for Education 2005.
• Students may choose to study towards their Senior Secondary Certificate over an extended
timeframe as required.
• There should be alignment between students receiving special provisions in the AST and
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school-based assessment.
4.4.2
Eligibility
4.4.2.1
Disability
A student is eligible for special provisions if they are considered to be disadvantaged by a functional
disability. This may be for some or all assessment tasks.
Formal diagnosis by a medical practitioner, psychologist or relevant consultant is not necessarily
required and can be imputed.
Schools must maintain the following:
• Current evidence of the functional effect of the disability. For example, a dyslexia diagnosis
should also include information such as current reading and writing speed. ‘Current’ refers to
documentation within 2 years prior to the start of the current year.
• Documentation of provisions implemented in assessment tasks.
• Agreement with the student or carer as appropriate.
• If imputed, schools should also detail why the student cannot obtain relevant documentation
and diagnosis.
4.4.2.2
Illness
A student is eligible for special provisions if they are considered to be disadvantaged by an illness
during or immediately prior to an assessment.
Students should provide appropriate medical evidence, such as a medical certificate, to the school.
4.4.2.3
Misadventure
A student is eligible for special provisions if they are considered to be disadvantaged by an
unforeseen mishap, calamity or disaster.
Students should provide appropriate documentary evidence to the school as soon as practically
possible.
4.4.2.4
Other
Special provisions for situations other than illness and misadventure, such as state/national sports
representation or work placements, may be approved by the principal. Estimates are generally not
suitable in these circumstances.
4.4.3
Types of Special Provisions
Equitable assessment and special consideration can take different forms depending on the student,
situation, and assessment requirements. These could be condition or task modifications, deferring
assessment or exemption (Estimate).
Assessment requirements and special provisions should be clearly communicated to the student.
4.4.3.1
Modifications to Assessment Conditions
Reasonable adjustments to the assessment conditions to mitigate disability, illness or misadventure
may include, but not limited to:
• Extensions or extra time
• Rest or movement breaks
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• Change of location
• Use of appropriate aides such as a scribe, word processor or screen reader.
4.4.3.2
Task Modifications or Alternate Assessment
Assessment of the key knowledge, understandings and skills of the unit may be made accessible to
students with the disadvantage of disability, illness or misadventure through reasonable task
modifications or alternate assessment.
4.4.3.3
Deferring Assessment
Schools may defer assessment for completion outside the assessment period. Schools may use the
Pending (Z) unit grade in ACS for this purpose while assessment is deferred. Processes must be in
place to ensure deferred assessment is followed up and legitimate grades and scores are entered.
4.4.3.4
Assessment Estimate
Exemption to an assessment may be appropriate if it is not possible for a student to complete the
task with condition or task modifications while maintaining the integrity of the task or due to time
constraints. Estimates should be the last resort.
A result should be estimated by using other assessment results available in the current or past
semesters. Extra weight may be given to assessment of a similar type.
Estimated assessment items should be identified in ACS through the relevant flag.
As per section 4.3.6
.5 Status (S) Grade, a student should not be awarded an A – E grade if more than
50% of assessment, by weighting, is estimated.
4.4.4
Equitable Assessment and Special Provision Decision Process
Schools are responsible for determining how a disability, illness or misadventure disadvantages or
has disadvantaged a student on an assessment task or tasks and the appropriateness of any type of
special provision or special provision plan. These decisions should be made systematic through a
centralised decision-making process to ensure equity and consistency.
Care should be taken that modifications do not overly change the relevant cognitive demand in
demonstrating the achievement standards or, particularly in T courses, give an unfair advantage over
other students.
Schools are required to have a process of review for special consideration decisions for students who
wish it.
4.5
Storage and Release of Assessment Data
4.5.1
Col ege-Based Information
The data used to compile unit grades or scores, and course scores should be retained or disposed of
by colleges in accordance with the Territory Records Act 2002, the Territory Administrative Records
Disposal Schedule (TARDiS) and the policies and procedures of the relevant sector authorities. Unit
reports to students that contain the unit grade/score and the teacher comment are held by col eges.
Colleges’ faculty records, lists of units or courses and certification data should be held in accordance
with the procedures referred to in this section. These should be retained or disposed of in
accordance with Territory and sector requirements.
4.5.1.1
Col ege Responsibilities Relating to Changes in Data
Colleges are responsible for developing and documenting procedures for tracing and recording edits
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Document Outline
