2.1 Due dates
Gilroy Santa Maria College is required to adhere to QCAA policies for gathering evidence of student achievement on or before the due date.
Students are expected to:
- engage in the learning for the subject or course of study
- produce evidence of achievement that is authenticated as their work
- submit responses to scheduled assessment on or before the due
- record due dates in their diaries
- plan and manage their time to meet the due dates
- inform the school as soon as possible if they have concerns about assessment load and meeting due dates.
All final decisions are at the Principal/Assistant Principal for Curriculum discretion. Refer to AARA information below.
To emphasise the importance of sound academic practices, staff and students are strongly encouraged to complete the QCAA academic integrity courses. Students can access this resource via this link: https://myqce.qcaa.qld.edu.au/academic-integrity-for-students.html.
Gilroy Santa Maria College is required to adhere to QCAA policies for gathering evidence of student achievement on or before the due date. Due dates for final responses will be published in the assessment planner. All students will be provided with their assessment planner by the end of week 3 each term. This document will also be available on our school website at: https://www.gilroysm.catholic.edu.au/students/assessment-planner/.
The assessment planner will:
- align with syllabus requirements
- provide sufficient working time for students to complete the task
- allow for internal quality assurance processes
- enable timelines for QCAA quality assurance (QA) processes to be met
- be clear to teachers, students and parents/carers
- consider allocation of
2.2 Submitting, collecting and storing assessment information
- Assessment instruments will provide information about Gilroy Santa Maria College’s arrangements for submission of draft and final
- All assessment evidence, including draft responses, will be submitted by their due date, in their scheduled lesson, and where appropriate, via the College’s academic integrity software (TURNITIN).
- All evidence used for making judgments in final responses for all internal assessment will be collected/filmed and Live performance assessments will be recorded and stored as required for QCAA processes.
2.3 Appropriate materials
*Section 7.1 * Section 8.5.3
Gilroy Santa Maria College is a supportive and inclusive school. Materials and texts are carefully chosen by staff and by students to ensure they are both age and contextually appropriate.
2.4 Transferring between subjects
Should a student commence a subject late, they will be at risk of being disadvantaged compared to other students in the class.
- The ‘Change of Subject’ application form is available both at Student Reception and on our school website at https://www.gilroysm.catholic.edu.au/students/forms/.
- This application form must be completed by the student’s parent/carer as well as the current and future subject teachers before being submitted to the Assistant Principal for Curriculum for
- A meeting may be held with the parents/carers to discuss student progress and the requirements necessary for the student to be assigned a grade in the subject they wish to transfer
Scaffolding for assessment helps students understand the process for completing the task. Scaffolding will:
- maintain the integrity of the requirements of the task or assessment instrument
- allow for unique student
Across the phases of learning, students will gradually be given more responsibility for understanding the processes required to complete their tasks.
- be informed by teachers
- monitor student progress
- Support students to complete their assessment
- be used to establish student authorship
Students will work on assessment during designated times and show evidence of progress at scheduled checkpoints.
Submission of a draft is a key checkpoint. Types of drafts differ depending on subject, e.g. written draft, rehearsal of a performance piece, or a product in development. Drafts might be used as evidence of student achievement in the case of illness or misadventure, or non-submission for other reasons.
A student’s draft should be the best version of their assessment task. This process is used to promote student independence and responsibility for learning. Parents/carers will be notified about non-submissions and/or poor progress of drafts and the processes to be followed.
The College values effective feedback to encourage self-reflection, so students can actively monitor and evaluate their own learning, whilst facilitating self-direction and motivation.
Feedback on a draft is:
- provided on a maximum of one draft for each student’s This feedback may be written, electronic or via verbal conferencing in class
- only provided on a draft submitted by the draft due date unless the student is eligible for special consideration
- provided in a timely
Feedback on a draft must not:
- compromise the authenticity of a student’s response
- introduce new ideas, language or research to improve the quality and integrity of the student work
- edit or correct spelling, grammar, punctuation and calculations
- be exhaustive to include all possible improvements and corrections
- allocate a
2.8 Managing response length
Students must adhere to assessment response lengths as specified by syllabus documents.
2.8.1 Strategies for managing response length before the assessment is submitted
The procedures below support students to manage their response length:
- all assessment instruments indicate the required length of the response
- subject-specific strategies about responding purposefully within the prescribed conditions of the task will be provided by teachers
- feedback about length is provided by teachers at checkpoints/drafting
- students may be provided with examples of assessment responses within the required length (word length, duration of time or page count).
2.8.2 Strategies for managing response length after assessment is submitted
After all these strategies have been implemented, if the student’s response exceeds the word length required by the syllabus, the teacher will annotate the student response to indicate the evidence used to determine the result. Teachers will refer to their instrument specific marking guide to ensure marks/grade allocated reflect excessive word length.
2.8.3 Determining word length of a response
Response requirements are expressed in syllabuses as a word length, duration of time, or page count and vary according to the technique and response type such as written, spoken/signed and multimodal or performance responses.
Elements to be included or excluded from the word length or page count of a written response are provided in the following table.
- all words in the text of the response
- title, headings and subheadings
- tables, figures, maps and diagrams containing information other than raw or processed data
- footnotes and endnotes (unless used for bibliographical purposes)
- all pages that are used as evidence when marking a response
- title pages
- contents pages
- raw or processed data in tables, figures and diagrams
- reference list
- page numbers
- in-text citations
- title pages
- contents pages
- reference list
Appendixes should contain only supplementary material that will not be directly used as evidence when marking the response.