Review of HSC Assessment Program School Survey
SECTION A: SCHOOL INFORMATION
1. Type of Institution
Government School 1 Non-Government Systemic School 2
Other Non-Government School 3
Other (please specify) 4
2. Location
Metropolitan area
Non-metropolitan town/city
4. Gender Composition in Years 11 and 12 Co-educational
Boys only Girls only
5. Special Features (Tick all boxes that apply)
Senior High School (Years 11 and 12 only) Central School
Selective High School
Other Specialist School (please specify)
1 2
Rural area 3'
Other (please specify) 4
Enrolment
Year 11 Year 12
1 2 3
• ,
• a
• ,
a
SECTION B: PURPOSES OF HSC ASSESSMENT PROGRAM
6. Listed below are a number of possible purposes for the HSC Assessment Program. For each purpose, yo are asked to indicate: '
(i) How important you consider this purpose to be;
(ii) How well this purpose is currently being met by the HSC Assessment Program in your school.
Importance of Purpose Very Quite Not Important Important Important
How well purpose is beii met currently in your sen
Well Well (a) To measure syllabus outcomes that cannot
be measured by the HSC external exam alone
(b) To provide a close correlation with students' HSC exam results
(c) To provide students with practice for the HSC examination
(d) To provide students with feedback on their current progress Ln the course
(e) To give students information on their relative position in the course in the school (f) To provide information to be used in the
case of illness or misadventure in the HSC exam
(g) To give students the opportunity to demonstrate achievement in non-exam tasks
(h) To assess learning progressively over a number of tasks rather than a single exam (i) To provide feedback to teachers on student
progress
(j) To provide students with confidence and motivation
(k) To assist students to achieve the course outcomes
(1) To give students the time and opportunity to undertake substantial projects
(m) Other' (please specify)
2
2
2
2
2
2
SECTION C: SCHOOL HSC ASSESSMENT PROGRAM
7. For each of the subject areas listed below, please indicate the approximate number of HSC Assessment Tasks (per 2 Unit course), the types of tasks used and the range of weightings assigned to tasks in your school.
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Approximate Number of Tasks per 2 Unit course in your school (please specify average number for courses in each subject area)
Type of Tasks
(Tick all boxes that apply for each subject area)
Trial HSC Exam
• , • .
Yearly/Half-Yearly Exams
a a a a a
Class Tests
a a •
3 • 3 • 3 • 3 • 3 • 3Oral Tasks
a a a a a a a
Listening Tasks
a a
• sa
• s -• , • L • .
Fieldwork
a a
• sa
• ea • . '
Workbook / Process Diary
a a a a • , a
Class Essays
a a a a
Practical Work •
a a a • . • . a a
Research projects largely undertaken
outside class-time
a a a a a a a a
Research projects mainly completed within
class-time
a a a a a a a a
Presentations / performances
a a a a a a a a
Other (please specify
•a a a a a a a a
Weighting of Tasks
What is the maximum weighting attached to any HSC
Assessment Task in the subject area (eg 40%)? % _ % % _ % : % _ % °/c What is the minimum weighting attached to any HSC
8. Which of the following HSC Assessment practices are used in your school? (Tick all boxes that apply) Used at this school (a) HSC students are issued with an assessment calendar listing dates and r—L
tasks for each course. ^ 1
(b) Blocks of time are designated as "assessment periods" to enable tasks to be undertaken across courses
(c) The school designates "assessment-free" times (where assessment due
dates cannot be placed) • 3
9. To what extent do you agree or disagree with the following statements as they apply to your school?
(a) Efforts are made to co-ordinate assessment tasks to minimise instances of multiple tasks occurring together.
Agree Neutral Disagree ~.
Agree a 0 Disa
1 (b) It would be desirable to reduce the number of
assessment tasks that the typical student is currently 1 2 3 4 f required to complete.
(c) There is a significant problem with ensuring that
students are not over-burdened with multiple 1 2 3 4 f assessment tasks at a particular time.
(d) There are difficulties in co-ordinating assessments for j ^ -> 4 c multiple classes in the same course.
(e) There are not enough assessment tasks in 1 Unit and ^ j 2 3 4 1 Unit courses.
(f) There is a significant problem in Term 3 with HSC
Assessment tasks coinciding with dates for HSC 1 . 2 3 4 .
performances, major works etc.
(g) Assessment tasks and weightings are constructed to
reflect the weightings given to the components in each 1 2 3 4 ; HSC syllabus.
10. Where there is more than one class studying the same course, how often are following approaches used ii your school to assist consistency across classes?
Often Sometimes Rarely Never
(a) Classes undertake the same assessment tasks 1 2 3 4
(b) Marking is done by the same teacher(s) for the 1 multiple classes
(c) Teachers mark classes separately but discuss marks ^ ^ 3 4 to ensure consistency
(d) Use of common marking scales 1 2 3 4
SECTION D: COMPLETION OF TASKS BY STUDENTS
11. To what extent have the following issues relating to student completion of assessment tasks been a problem at your school.
(a) Authenticity of assessment tasks undertaken by students outside the classroom (ie is it the student's own work?) (b) Inequity in student access to resources to complete
assessment tasks.
(c) Students giving insufficient attention to tasks which are not part of the HSC Assessment program.
(d) Student absenteeism prior to assessment tasks (e) "Suspect" use of Doctor's Certificates to account for
student absences from, or prior to, assessment tasks (f) Difficulties in preparing alternative tasks for students
absent from assessment tasks
Major Minor Not a Problem Problem Problem
2 2 2
12. How often are the following approaches used at your school in regard to student completion of assessment tasks?
(a) Monitoring of student tasks undertaken outside class-time by .the use of progress diaries or reports.
(b) Requirement that while research and preparation for projects may be done outside class-time, the final (assessable) piece of work is done within the class.
(c) The use of verification slips to be signed by students for projects done outside class-time.
(d) Strict policies relating to the absence of students prior to . assessment tasks.
(e) The use of alternative tasks for students who are absent from assessment tasks
(f) The use pf estimated marks for students who are absent from assessment tasks
Often Sometimes 2
Rarely Never 4
4 4
SECTION E: EFFECTS OF HSC ASSESSMENT ON STUDENTS AND STAFF
13. To what extent do you agree or disagree with the following statements as they apply to your school?
Strongly Strongl Agree 6 & c c Disagre
(a) Students are inappropriately focused on their HSC 1 2 3
Assessments to the detriment of their wider learning. ^ 3
(b) The introduction of the HSC Assessment program has 1 2 3 4 "
lead to an overall decrease in the level of student stress. 5
(c) Teachers make particular efforts to reduce the level of
pressure placed cn students from HSC Assessment 1 2 3 4 5 tasks.
(d) HSC Assessments have an unhealthy effect on relations
between students due to competitiveness and 1 2 3 4 5 unwillingness to assist one another.
(e) Students are increasingly likely to seek justification 1 2 4 5 from teachers for their marks in HSC Assessment tasks.
(f) There are increasing workload and other pressures on ^ ? „ ^
teachers as a result of the HSC Assessment program
SECTION F: MODERATION AND REPORTING
14. To what extent do you agree or disagree with the following statements as they apply to your school?
Strongly . X T , _ . Strongl . Agree Neutral Disagree _..
Agree Disagre (a) Moderation of marks is necessary to ensure that
Assessment marks from different schools can be compared fairly.
(b) There is an increasing tendency for HSC Assessment tasks to mirror the HSC external examination.
(c) Teachers feel that they are expected to ensure that there is a high correlation between the Assessment marks they give to students and the marks that those students obtain in the HSC examination.
(d) There is concern at the use of the school's HSC exam results to moderate its Assessment marks.
(e) Owing to the nature of the school's candidature, there are difficulties in ranking students and spreading the range of Assessment marks appropriately.
(f) The Board should provide additional information on statewi
statewide standards to assist in formulating Assessment
SECTION G: TRAINING AND SUPPORT
15. Listed below are a number of areas in which the Board of Studies could provide "additional support and assistance to schools in regard to HSC Assessment. For each area, please indicate your view on whether assistance, from the Board is a high priority, medium priority or low priority.
High Medium Low Priority Priority Priority (a) Assistance in outcomes-based reporting of Assessment marks 1 2 3
(b) Information on best practice in HSC Assessment 1 2 3
(c) More information on HSC Assessment requirements in relationt 0 j 2 3 specific syllabuses and subject areas
(d) Assistance in the development of tasks assessing multiple „
components of courses J
(e) The provision of sample Assessment materials in syllabuses 1 2 '3 (f) Access to a bank of HSC Assessment tasks for each subject 1 2 3 (g) Other (please specify)
16. How useful are the following Board of Studies materials in the development and operation of the HSC Assessment program in your school?
(a) HSC Assessment: A Guide to Developing Procedures in Schools (Board booklet published in 1997)
V ery Useful N o t v e ry
Useful Useful 1 2 3
(b) Assessment information contained in Stage 6 syllabuses. 1 2 3 (c) HSC Principals Analysis Package (computer software) 1 2 3 (d) Other (please specify)
17. Which of the following groups in your school have, access to the HSC Principals Analysis Package? (Tick all boxes that apply)
Has access to HSC Principals Analysis Package (software)
(a) Principal
• ,
(b) School Executive
•
2 (c) Classroom Teachersa
(d) Students
• .
(e) Parents
• .
( f ) Others (please specify) • e
SECTION H: ASSESSMENT POLICIES
18. To what extent do you agree or disagree'with the following statements as they apply to your school?
Strongly . „. , _ Stron^lv . • °J Agree Neutral Disagree ^ 7 ° " " ^
Agree ° s' Disagree
(a) Students have a clear understanding of trie school's policy and requirements in regard to HSC Assessment.
(b) The HSC Assessment guidelines provided by the Board of Studies are clear.
(c) The closing date for submission of HSC Assessment marks to the Board is too early.
(d) The HSC Assessment guidelines provided by the Board should be made more flexible.
(e) The Board should specify the maximum number of HSC Assessment tasks that schools are permitted to administer for each course.
(f) The Board should clarify the purpose of the HSC Assessment program.
(g) The Board should more closely prescribe the extent to which schools are required to use different types of HSC Assessment tasks.
(h) The Board should provide clear parameters on the weightings that are to be applied to individual Assessment tasks by schools.
(i) The' Board should take steps to make HSC Assessment simpler and less burdensome.
(j) The Assessment component of the HSC should be continued.
19. What changes (if any) would you suggest for the current HSC Assessment Program? (use the back of the page if necessary)
THANK YOU FOR YOUR ASSISTANCE WITH THIS SURVEY Please return the survey as soon as possible but no later than July 24 to:
Review of HSC Assessment Program Board of Studies