Upload
damisi
View
36
Download
3
Tags:
Embed Size (px)
DESCRIPTION
VCE School Leaders Briefing 2014. Running Times. 9:30 Administrative Procedures 9.40 School-based Assessment 9:50 Changes to Dual Certification 10:00 Curriculum and School-based Audit 10.50 Exam Conduct and Supervision 11:00 Statistical Moderation and Study Score. - PowerPoint PPT Presentation
Citation preview
VCE School Leaders Briefing 2015
9:30 Administrative Procedures
9.50 Special Provision update
10.00 Curriculum update
10:40 School-based Assessment Audit
10.50 Break
11.10 Exam Conduct and Supervision
11:20 Statistical Moderation and Study Score
Running Times
Administrative Procedures
School and VCAA responsibilities• Schools
• Provision and oversight of a suitable program
• Collection of student details and enrolment data
• Entry of student data on VASS
• VCAA
• QA data
• Processing student enrolment and result data
• Reporting to students, schools and other stakeholders
• VCE and VCAL Administrative Handbook 2015
Key school tasks
• Run eligibility
• Identify students who are not eligible and adjust program
• Print Student Full Details / Student Personal Details Forms
• Distribute for students to confirm all details
• Print class lists for teachers
• Final checks before due dates
Examples of SRRU identified data errors
Examples of SRRU identified data errors
VASS Critical dates
ENR Enrolment 1 on 23 February
• venues for oral and performance exams• setting of end-of-year examination timetable (to minimise clashes and 3 in one day) Enrolment 2 on 27 April
• stationery for the GAT• DET will base VET funding on enrolment as of this date.
Enrolling students into a Second Language (EAL)
• VASS will disable VASS/VCE coordinators’ ability to grant EAL approval for students whose country of origin is Singapore or India.
• Approval for these countries can only be granted by the VCAA.• Schools are required to forward the applications to the VCAA for a
thorough assessment to be made. Applications need to include supportive school documentation and passport stamp and/or International Movement Records to determine if the student is eligible for EAL.
• If approval is granted, it will be entered on VASS and the student will be able to be enrolled.
Student transfer and credit from interstate studies
• Students must apply to the VCAA through the Victorian school at which they are enrolled using the Application for Credit towards the VCE/VCAL form.
• At Units 1 and 2 level, schools will recommend the amount of credit to be granted on receipt of an interstate school or authority transcript and after consulting the equivalent qualification guidelines. Credit recommended by the school must be entered on the application form (Part E).
• Previous school reports and certificates should be attached.• Decisions on the amount of credit at Units 3 and 4 level will be
made by the VCAA.
Privacy Considerations
• Both the VCAA and schools have obligations under privacy legislation to protect the personal information of students.
• The VCAA is aware that some schools engage a Third Party to analyse end of year data.
• The VCAA discussed this use with the Victorian Privacy Commissioner.
• We were advised that schools can best meet their privacy obligations by providing de-identifiable data to third party analysts.
Contact Details
Student Records and Results
Kerry Veal, Data Management Team LeaderPhone : 9032 1754
Special Provision
What’s New in Special Provision
In 2014 the VCAA commenced a review of its Special Provision policy and procedures.
The review process consists of 4 key stages :•an online survey (March – April 2014)•focus group consultation – using feedback from online survey (September 2014)•Development of high level recommendations (October 2014)•Policy development and staged implementation (ongoing).
The aim of the review is to ensure that:
•VCAA policy and procedure reflects current relevant State and Federal legislation•Key stakeholder concerns are considered and addressed•There is greater consistency in the approval of special provisions across School-based Assessment (school) and VCE examinations (VCAA)•Stakeholders have more certainty about the appropriateness of special provisions for School-based Assessment and VCE examinations•School and VCAA application processes are as efficient as possible.
Special Provision Review - continued
Special Provision – 2015 and beyond
• 2015 Special Examination Arrangement applications will arrive in schools from February 23 (currently on VASS as download)
• Administrative advice re 2015 Special Provision policy and procedures will be available on the VCAA website by the end of February
www.vcaa.vic.edu.au/Pages/vce/exams/specialprovision/specialprovision.aspx
• Stakeholders will be kept informed on the progress of the Special Provision review via VCAA notices and/or VCAA website
www.vcaa.vic.edu.au/Pages/vce/exams/specialprovision/specialprovisionreview.aspx
Curriculum
Studies in Review 2015• Art
• Business Management• Economics• Food and Technology• Global Politics• Music• Physical Education• Religion and Society• Studio Arts• Texts and Traditions
Once accredited, for implementation in 2017
Curriculum development and review
Input into the Review and Accreditation Cycle
Teacher and stakeholder consultation
Curriculum Managers
Subject Associations
Review process
Evidence-based review by panel comprising teachers, university, TAFE and industry representatives.
• International and national benchmarking• Analysis of data
- Enrolment trends- School-based and examination results- Examiners’ reports- State reviewer reports from coursework audits- Online surveys- Teacher focus groups
Consultation on draft study designs
Consultation register now open
Notice to Schools when individual study consultation is open:•Draft study design•Questionnaire•Summary of proposed changes
Teacher involvement
• Study review panels• Text list advisory panels• Exam assessors• Exam panels• State reviewers
Excellent professional learning opportunities.Call for applications in VCAA Bulletin; apply
through SSMS. • All activities recognised by VIT.
New VCE studies for implementation in 2015
• Algorithmics (Higher Education Scored Study – HESS) Units 3 and 4 only (see February Bulletin)
• Chin Hakha Units 1 and 2 – 2015 Units 3 and 4 - 2016
Publication of study designs online only.
Advice for teachers separate companion document on the study page
Revised and new VCE studies –implementation in 2016
English/EAL, Literature, English Language,
Bridging EAL (new, units 1-2 only) Mathematics – all, inc. Specialist Maths Units 1 and 2 Ancient History (new), Revolutions, Australian, Global
Empires (new), and 20th Century Biology, Chemistry, Environmental Science, Physics,
Psychology Geography Computing
All studies published online by end February/early March
Implementation timeline
• 2015: statewide professional learning program to prepare for each revised or new study
• 2016: accreditation period from 1 January 2016.Implementation of newly accredited studies EXCEPT
English/EAL, Literature: Units 1 and 2 - 2016
Units 3 and 4 – 1 January 2017
Biology, Chemistry, Environmental Science, Physics, Psychology : Units 1 and 2 - 2016
Units 3 and 4 – 1 January 2017
Timeline for English/EAL and LiteratureStudy Status Implementation Professional
learningAdvice for teachers
First year of examination
English/EAL Now available on website
Units 1-2 – 2016 Units 3-4 – 2017
Term 2 – 2015State-wide program
Term 3 – 2015 2017*EAL will include a listening task as part of school-assessed coursework and examination 2017
Literature Now available on website
Units 1-2 – 2016 Units 3-4 – 2017
Term 2 – 2015State-wide program
Term 3 – 2015 2017
English Language(minor review)
Now available on website
2016 – Units 1-4 Term 2 – 2015Web conferences
Term 3 – 2015 2016
Bridging EAL(new)
To be published by early March
2016 – Units 1-2 only
Term 2 – 2015Limited face-to-face and polycom
Term 3 – 2015 NA
Foundation English
Information gathering
TBC TBC TBC NA
Foundation English monitoring activity
• The VCAA is currently gathering information about Foundation English to inform a review in 2016.
• The VCAA is keen to hear from schools and providers delivering Foundation English to participate in focus groups during Term 1 and Term 2.
Contact Sean Box, Curriculum Manager, English: [email protected] or (03) 9032 1691.
Selecting texts for the English classroom
• The VCAA, in partnership with the Stella Prize Schools Program and the Victorian Association for the Teaching of English (VATE), will be holding a panel discussion about texts, text selection and why it matters.
• Facilitator Bec Kavanagh will discuss issues facing text selection in the context of the secondary English classroom with panellists academic Dr Larissa McLean-Davies, author Cate Kennedy and teacher Louise Bourke.
• Find out more about the event from the VCAA website: http://www.vcaa.vic.edu.au/Pages/vce/pd/selectingtext.aspx
Contact Sean Box, Curriculum Manager, English: [email protected] or (03) 9032 1691.
Computing - 2016
Change of name•Units 1 and 2 Computing•Units 3 and 4 Informatics•Units 3 and 4 Software Development•introduction of SATs in both 3-4 sequences•incorporates key concepts and terminology within Australian Curriculum Digital Technologies•no longer approved programming list
School based assessment resources
Assessment Handbooks
Published for all VCE studies• SAC performance descriptors are advisory (except for
Extended Investigation where their use is mandated)• SAT criteria and descriptors of level of performance are
mandatory• Apply to Units 3-4, can be used to inform
Units 1and 2• Published online only on the individual VCE study pages
Companion document Procedures for Assessment in VCE Studies
Advice for Teachers – new format
• Merger of Advice for Teachers and Assessment Handbook into one online publication
• For studies published in 2015 onwards
Bulletin article November 2014
School-assessed Tasks
8 studies with SATs•Mandated assessment criteria and performance level descriptors on a 10 point marking scale•Published each year in February on individual study pages•Authentication record for each study•Full day professional learning program conducted annually in February/March
Industry Pathways
• New in 2015 (two year program first award in 2016)• Students who complete the Industry Pathway will have
this title included on their VCE or Senior VCAL certificate.
Available in four industries:• Building and Construction• Community Services and Health• Manufacturing and Engineering• Sport and Recreation
Industry Pathways• Must include VET studies, English, Maths (Literacy and
Numeracy in VCAL), further studies related to the industry theme 80 hours of workplace learning.
• Contextualisation to the industry theme is recommended• More information on Industry Pathways available on the
VCAA website:http://www.vcaa.vic.edu.au/Pages/vet/
Industry_pathways_VCE_VCAL.aspx
Contact: Mark FranklandSpecial Projects [email protected] (03) 9032 1732
VCE (Baccalaureate)Introduced in 2014.
3,828 students awarded the VCE (Baccalaureate) in 2014
(approx. 8% of VCE completions)
To be eligible to receive the VCE (Baccalaureate) the student must satisfactorily complete the VCE and receive a study score for each prescribed study component: •a Units 3 and 4 sequence in English or Literature or English Language with a study score of 30 or above; or a Units 3 and 4 sequence in EAL with a study score of 33 or above•a Units 3 and 4 sequence in either Mathematics Methods (CAS) or Specialist Mathematics•a Units 3 and 4 sequence in a VCE Language•at least two other Units 3 and 4 sequences
FAQs on VCAA website: http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx
Higher Education Studies
• Contribute to satisfactory completion of the VCE as a 3-4 sequence
• No more than one HE study can contribute• Contribute to the ATAR as 5th or 6th unscored
study (incremental scale)• List of approved 1st year university studies on
VCAA website: www.vcaa.vic.edu.au/pages/vce/studies/studiesextension
Northern Hemisphere Assessment Timetable• VCE program on a different timetable: Sept – June
• Commences with Unit 1 and 2 enrolments in 2015
• Unit 3-4 from September 2016; exams June 2017
• Starting with 12 studies.
• Same curriculum and assessment requirements and processes
• Emerged out of current VCE international program
• Available to Victorian Schools and students in the future
• EOI and stakeholder reference group in coming months.
VCAA sponsored Awards
• VCE Season of Excellence • VCE Leadership Awards (formerly VCE Achiever
Awards)• VCAA Plain English Speaking Award • Margaret Schofield Memorial Scholarship
(music performance)• Premier's VCE Awards • John Button School Prize • VCAL Achievement Awards
School-based Assessment Audit
Why does the VCAA audit?
Provides opportunities to:• Validate the quality of the school-based
assessment program • Identify instances for school improvement• Set up professional conversations about
teaching and learning
All VCE providers are audited for at least one study.
Random selection except for:•Schools that are teaching the study for the first time (new providers) or, for particular studies, after a break of three years
•Schools where problems were identified the year before
•Schools where there was low correlation between the internal and external scores following statistical moderation in the previous year (2014)
Selection of Schools
• All studies are subject to the audit process. This includes the school-assessed task component of any study.
• The school-based assessment audit process is undertaken in four stages.
• Stages 1 and 3 relate to the completion and submission of an online questionnaire.
• Stages 2 and 4 related to the submission of further evidence (if required).
• Schools notified of audit requirements via email and VASS (new) for Stage 1 on 2 March and Stage 3 on 22 June.
• Completion of the online questionnaire for Unit 3 (Stage 1) due by 20 March and Unit 4 (Stage 3) 17 July.
Audit Process
• Notification of the outcome of the audit and any further evidence needed for Stages 2 and 4 sent to school via email and VASS.
• Further evidence may be in the form of ─ Coursework tasks─ Marking schemes/assessment criteria─ Timelines─ Authentication records• Further evidence needs to be submitted to the VCAA electronically
with the accompanying coversheet as a single PDF for each study by
─ Stage 2: 22 May ─ Stage 4: 11 September
Audit Process
• Audit panel checks tasks against the requirements of the Study Design
• School-based assessment must allow the students the opportunity to meet the outcomes
• The school is notified immediately if a serious anomaly is detected (e.g. incorrect text being taught)
• Feedback is often included in email notification to school.
Audit Process
• “Submission meets requirements” - Meeting minimum requirements of study design. Suggestions for improvement can be provided.
• “Further evidence required” – to ensure the requirements are being met. Feedback provided as to why.
• “Immediate follow up with Curriculum Manager required” – The submission indicates possible error or poor practice.
Audit Outcome
General administrative information for school-based assessment - www.vcaa.vic.edu.au/pages/vce/index/VCE General Advice and PolicyVCE and VCAL Administrative Handbook 2015•Report on Lost/Stolen/Damaged School-assessed TasksIndividual study pages for SAT information•Authentication Record for School-assessed Tasks•Teacher additional comment sheet for Technology studies
Resources
School-based Assessment
Unit Results Schools report students’ results for completion of VCE Units, and VCE VET units of competence/modules
VCE Unit Results are reported as:
S = Satisfactory Completion N = Not Satisfactory
J is to be used where the student:•is no longer attending class•has not submitted work for assessment
VCE VET unit of competence/module results are reported as:
S = Satisfactory Completion N = Not Yet Completed
Satisfactory Completion
Satisfactory VCE Unit ResultThe student receives S for a unit when all the outcomes are achieved
A student must:• Produce work that demonstrates achievement of the outcome/s• Observe school and VCAA rules
If a teacher judges that all outcomes are achieved, the student satisfactorily completes the unit.
The decision to award an ‘S’ for the unit is distinct from the assessment of levels of achievement.
Importance of
Internal Moderation
• Consistency of teacher decisions
• Procedures for making school-based assessments
• For Statistical Moderation purposes, each school’s assessment in a study is treated as a single group not as separate unique teaching classes
Indicative GradesIndicative Grades:
• primary purpose is to be used as part of the quality assurance procedures for marking examinations, however they are also used in the calculation of the DES.
• are the prediction of a student’s actual level of achievement on the examination
• the rank order and level of spread of the indicative grades for the school cohort in the study is of prime importance
The published previous years grade range can be used to inform this process.
Indicative GradesSuggestions for producing Indicative Grades:
• Indicative Grades should be based on a similar task to the exam or even a past exam. Not necessarily the same as coursework performance.
• The previous years grade range can be used to inform this process http://www.vcaa.vic.edu.au/Pages/vce/statistics/subjectstats.aspx
• Not a traditional notion of what a grade’s value may be. In one Study the A+ exam grade range may be 98-100, yet may be 74-100 in another.
Exam Conduct and Supervision
VCE Examination Conduct and AdministrationSupport Resources
• VCE Examination Manual• VCE Examination Document Register • VCE Exams Navigator• GAT Information brochure • Training/Briefing Sessions for chief supervisors and relevant
school personnel - Training Sessions for new Chief Supervisors and/or new school personnel - MAY - Briefing Sessions for ongoing Chief Supervisors and school personnel – AUG/SEPT
• VCAA Bulletins and Notices• VCAA website - vcaa.vic.edu.au/vce/exams
• All Principals must read and sign this agreement to certify that they fully understand all VCAA requirements for administering and conducting VCEexternal assessments.
• The Principal may delegate the management of their VCE external assessments to appropriate school personnel.
VCE External Assessment Agreement 2015
2014 Examination Conduct and Supervision issues – focus for 2015
• Need for school personnel to work with and support supervisors, particularly when only one supervisor
• Ensure students are adequately prepared• School personnel to carry out materials checks
prior to entering examination room• Mobile phones/electronic devices – final check
before reading time commences – confiscate then return
• Understanding and administering Special Examination Arrangements
2014 Examination Conduct and Supervision issues – focus for 2015
• Additional response materials cannot be brought in by students. Spare general answer books should be provided. Lined paper as a last option, must include student number, question number etc. Fill-in incident report & journal when lined paper supplied.
• Supervisors/school personnel to be aware of emergency evacuation plan
• Observation visits during VCE examinations and the GAT will continue in 2015
VCAA Key Contacts
• VCE Examination Planning and Logistics:
• Maria Fragale
• Phone: 03 9225 2255
• Email: [email protected]
• Susan Meadows
• Phone 03 9225 2237
• Email: [email protected]
Statistical Moderation and Study Score Calculation
What and Why? Statistical Moderation
• A process that moderates the School-based Assessment scores
• Uses the exam scores because it is the only task that is exactly the same for each student in the study
What is Statistical Moderation?
Process to ensure comparability of results
Aims to eliminate marking differences between schools, not within
Aligns external and internal assessment scales
Maintains rank order given by the school
Statistical Moderation
The Common Scale
USA $299
Singapore $370
Australia $350
Which is the cheapest ?
Statistical Moderation
The smartphone from Singapore
Why is it Needed?
Assessment marking varies between schools
Measurements are only comparable when they are expressed on the same scale
School-based assessment can only be included in the ATAR (ENTER) if it is moderated
Statistical Moderation
How is it Done?
Identify the moderation groups in each study
Calculate an external score for each student
Align the distributions of school-based assessment and external scores
Calculate moderation formula and then apply to the coursework score for each student
Statistical Moderation
Using the Common ScaleRaw School Assessment
External Score = Moderated School
Assessment
Highest Score in School
Upper Quartile in School
Median in School
Zero score in School
Lower Quartile in School
Highest Score in external
Upper Quartile in external
Median in external
Lower Quartile in external
Zero score in external
Statistical Moderation
Typical Group Raw Score (0-100) Examination (0-120) External Score (0-100) Moderated Score
100 MAXIMUM
99
92
86
85 UPPER QT.
83
83
81
68
65 MEDIAN
62
61
60
59
57 LOWER QT
47
40
35
Raw Score (0-100) Examination (0-120) External Score (0-100) Moderated Score
100 95 MAXIMUM
99 92
92 86
86 83
85 77 UPPER QT.
83 72
83 69
81 69
68 59
65 56 MEDIAN
62 52
61 49
60 43
59 35
57 32 LOWER QT
47 31
40 30
35 29
Raw Score (0-100) Examination (0-120) External Score (0-100) Moderated Score
100 95 89 MAXIMUM
99 92 87
92 86 84
86 83 82
85 77 78 UPPER QT.
83 72 75
83 69 74
81 69 74
68 59 68
65 56 66 MEDIAN
62 52 63
61 49 61
60 43 58
59 35 53
57 32 51 LOWER QT
47 31 51
40 30 50
35 29 49
Raw Score (0-100) Examination (0-120) External Score (0-100) Moderated Score
100 95 89 89 MAXIMUM
99 92 87 88
92 86 84 85
86 83 82 79
85 77 78 78 UPPER QT.
83 72 75 75
83 69 74 75
81 69 74 73
68 59 68 67
65 56 66 66 MEDIAN
62 52 63 60
61 49 61 57
60 43 58 55
59 35 53 54
57 32 51 51 LOWER QT
47 31 51 48
40 30 50 45
35 29 49 41
Statistical Moderation
Capable Student in a Lower Performing Class
RS
(0-100)
EXAM
(0-120)
EXT
(0-100)
MOD
(0-100)
93 MAXIMUM
78
72
72
70 MEDIAN
61
59
56
53
RS
(0-100)
EXAM
(0-120)
EXT
(0-100)
MOD
(0-100)
93 111 MAXIMUM
78 88
72 72
72 70
70 68 MEDIAN
61 64
59 63
56 62
53 60
RS
(0-100)
EXAM
(0-120)
EXT
(0-100)
MOD
(0-100)
93 111 98 MAXIMUM
78 88 84
72 72 69
72 70 68
70 68 66 MEDIAN
61 64 55
59 63 54
56 62 52
53 60 50
RS
(0-100)
EXAM
(0-120)
EXT
(0-100)
MOD
(0-100)
93 111 98 98 MAXIMUM
78 88 84 80
72 72 69 69
72 70 68 69
70 68 66 66 MEDIAN
61 64 55 55
59 63 54 54
56 62 52 52
53 60 50 50
Statistical Moderation
Tie at the Top
CRS EXAM EXT MOD
100 120 100 100
100 119 100 100
100 119 100 100
CRS EXAM EXT MOD
98 120 100 100
98 119 100 100
98 119 100 100
CRS EXAM EXT MOD
100 119 100
100 81 82
100 81 82
CRS EXAM EXT MOD
100 120 100 100
100 119 100 100
100 119 100 100
CRS EXAM EXT MOD
98 120 100 100
98 119 100 100
98 119 100 100
CRS EXAM EXT MOD
100 119 100 88
100 81 82
100 81 82
RS EXAM EXT MOD
100 120 100 100
100 119 100 100
100 119 100 100
CRS EXAM EXT MOD
98 120 100 100
98 119 100 100
98 119 100 100
CRS EXAM EXT MOD
100 119 100 88
100 81 82 88
100 81 82 88
Statistical Moderation
Ranked Scores Report Statistical Moderation
Schools with multiple classes undertaking the same VCE Unit 3/4 sequence, now have an additional resource available via a VASS report. This may be accessed via the following menu path: Results Admin VCE Reports School Scores By School (Ranked) The report will allow the teachers to compare the GA scores in a ranked format across the school.
Partnerships andStatistical Moderation
• Statistical Moderation works most effectively with groups larger than 5
• The VCAA requires that schools form partnerships
• Schools who find it difficult to find a partner for any reason; lack of time / lack of access / lack of willingness can be reassured that the statistical moderation process is run as usual with the addition of precautionary checks
Statistical Moderation
VET andStatistical Moderation
• The moderation group for VCE VET coursework scores is the RTO that has delivered the program for a group of students.
• The group may be all the schools auspiced by the RTO
Statistical Moderation
Important Points toRemember about Stat Mod
• Required so that school assessment can be used fairly as part of VCE assessment
• Any adjustment to a student’s school-based assessment is made solely on the basis of the relationship between the groups school-based assessment and external scores for the group.
• Does not change the rank order of students as determined by the school
• Not influenced by students with negative anomalous results as they are excluded from the moderation process before moderation formulas are calculated
• Students whose scores are excluded have their scores moderated using the formulas calculated for the rest of the group
Statistical Moderation
Statistical Moderation Report Statistical Moderation
Statistical Moderation Report Statistical Moderation
Statistical Moderation Report Statistical Moderation
Statistical Moderation Report Statistical Moderation
Statistical Moderation Report
Statistical Moderation Report Statistical Moderation
Study Score Calculation
• To be eligible for a study score a student must achieve ‘S’ results for units 3&4 in the one year, unless granted Interrupted Studies status.
• Achieve two or more GA results in the study
• A study score is calculated using the students’ final numeric score in each GA with each GA contributing a specified percentage
• Number between 0-50 with mean 30 and standard deviation 7
• Study scores are distributed according to the properties of a normal distribution curve
•
Stat Mod and Study Score
Study Score Calculation Stat Mod and Study Score
Study Score Calculation
• Calculate
• Subtract
• Divide
• Multiply
• Add
Stat Mod and Study Score
Study Score Example 1
MAX. SCORE WEIGHTING MEANSTANDARD DEVIATION
A+ GRADE SCALE
GA1 100 25% 69.21 15.52 84 – 100
GA2 100 25% 70.78 14.95 85 – 100
GA3 120 50% 66.32 18.61 94 – 120
STUDENT A SCORE GRADESTANDARDISED
SCOREWEIGHTED
SCORE
GA1 100 A+ 1.984716 0.496179
GA2 100 A+ 1.953861 0.488465
GA3 106 A+ 2.132657 1.066328 2.050972 = 47
STUDENT B SCORE GRADESTANDARDISED
SCOREWEIGHTED
SCORE
GA1 84 A+ 0.953468 0.238367
GA2 90 A+ 1.285180 0.321295
GA3 95 A+ 1.541442 0.770721 1.330383 = 40
Stat Mod and Study Score
Study Score Example 2
MAX. SCORE WEIGHTING MEANSTANDARD DEVIATION
A+ GRADE SCALE
GA1 100 25% 69.21 15.52 84 - 100
GA2 100 25% 70.78 14.95 85 – 100
GA3 120 50% 66.32 18.61 94 - 120
STUDENT C SCORE GRADESTANDARDISED
SCOREWEIGHTED
SCORE
GA1 96 A+ 1.726904 0.431726
GA2 98 A+ 1.820124 0.455031
GA3 92 A 1.380202 0.690101 1.576858 = 42
STUDENT D SCORE GRADESTANDARDISED
SCOREWEIGHTED
SCORE
GA1 84 A+ 0.953468 0.238367
GA2 90 A+ 1.285180 0.321295
GA3 95 A+ 1.541442 0.770721 1.330383 = 40
Stat Mod and Study Score
Distribution of Study Scores as a % Approximate proportion of students who achieve a study score on or
above the stated values.
STUDY SCORE ON/ABOVE ENGLISH
42,000 students
THEATRE STUDIES
1,000 students
50 0.3% 126 3
45 2% 840 20
40 9% 3790 90
35 26% 10, 950 260
30 53% 22, 320 530
25 78% 32, 850 780
20 93% 39, 170 930
Things to Remember
• Indicates how the student performed against all other students who did the study in that year.
• Calculated using the numeric results for the GA not the grade.
• Moderated coursework scores are used when calculating study scores to ensure fairness.
• A strong performance on one GA and a weak performance in another GA will not necessarily result in a high study score
• Studies where there are less than 250 students are reviewed each year by a Study Score Review Panel.
Stat Mod and Study Score