INTRODUCTION TO SSABSA

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INTRODUCTION TO SSABSA

• SENIOR SECONDARY ASSESSMENT BOARD OF SOUTH
  AUSTRALIA

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SSABSA

• Write curriculum statements
• Manage all Stage 2 assessment
• Manage the SACE
• Enrolments
• Results
• Award the Certificate
• Calculate the Aggregate and TER for university
  entrance on behalf of the universities

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SSABSA

• Statutory Authority
• Not part of DECS
• Membership
• Universities
• Three sectors
• Parents
• Teachers
• Employers
• unions

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SSABSA website

• All Curriculum Statements
• Past examination papers
• SSABSA policies, rules and regulations
• Access to Stage 2 results on day of results
  release
• Support materials
• On-line communities
• Other information

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SSABSA STAFF

• CAO
• Curriculum and Assessment Officer
• AFO
• Assessment Field Officer

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S A C

• Subject Advisory Committee
• Membership
• - Curriculum and Assessment Officer
• - University representatives
• - Practising teachers
• - Equal Opportunity member
• - VET sector
• - Country member
• - Corresponding members

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S A C

• Provide expert service
• Curriculum
• - Evaluation and redevelopment
• - Monitoring
• - routine, minor and major changes
• - Support

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EXAMINATION PROCESS

• Chief Assessor
• Setting Panel
• - University representatives, practising
  teachers
• Vetting Panel
• - University representatives, practising
  teachers
• Subject expert
• Editors

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SACE

• An introduction to the
• South Australian
• Certificate of Education

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THE AIMS OF SACE

• successful completion of secondary education
• participation in Australian society
• post-school studies and employment
• valued by the community

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SACE REQUIREMENTS

• Relate to
• literacy and numeracy
• breadth and depth
• free choice

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NEW LITERACY STRATEGY

• More than writing
• Critical approaches
• Implementation
• Definition of literacy
• Curriculum statements reflect definition
• Stage 1 range of modes
• English requirements

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SACE definition of literacy

• Literacy in the SACE is the ability to
• understand, analyse, critically respond to, and
  create
• spoken, written, visual communications
• use information communication technologies
• in different contexts

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SOME DEFINITIONS

• STAGE 1The first of the two stages of the SACE
  usually taken by students at Year 11
• STAGE 2The second of the two stages of the SACE
  usually taken by students at Year 12

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MORE DEFINITIONS

• UNITA SACE unit is 50-60 hours of programmed
  school time.
• SEMESTERA half-year. Each SACE unit is usually
  completed in one semester
• In Year 11 most students will study 6 units in
  each semester.
• In Year 12 most students will study 5 units in
  each semester.

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SACE FLEXIBILITY

• No time limit
• Range of subjects
• Range of assessment procedures
• Recognition of community-based learning

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REPORTING AT STAGE 1 2

• Satisfactory Achievement 10 /20 SA
• Recorded Achievement 3 9 /20 RA
• Requirements Not Met 0 - 2 /20 RNM

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REPORTING AT STAGE 2
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NUMBER OF UNITS

• 22 units RA or better
• 16 units SA
• 6 units Stage 2 SA3 x 2-unit sequences

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COMPULSORY SUBJECTS

• At Stage 1
• Mathematics - 1 unit Numeracy
• Australian Studies - 1 unit Active
  participation in Australian society
• At Stage 1 or Stage 2
• English or equivalent - 2 units Literacy

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SUBJECT CLASSIFICATION

• Subjects are classified into 2 Groups
• Group 1 Arts/Humanities/Social and Cultural
  Studies
• Group 2 Mathematics/Science/Technology

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REQUIRED PATTERN

• Student must undertake
• STAGE 1
• 2 units from Group 1
• 2 units from Group 2
• STAGE 2
• 2 units from Group 1
• 2 units from Group 2
• 2 units of free choice

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SACE PATTERN
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SACE FLEXIBILITY

• Community Studies
• Integrated Studies
• Extension Studies
• VET
• Community Learning
• Community-developed Programs
• Personal Learning Programs

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Community learning (part 1)

• Community-developed Programs
• Royal Life Saving Society
• Operation Flinders
• Duke of Edinburghs Award
• St John Ambulance Cadets
• SA Country Fire Service
• Army Cadets
• State Emergency Service

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Community Learning (part 2)

• Personal Learning Programs
• Volunteering
• Community Development
• Self-development
• Independent Living
• Performance
• Sport Skills and Management
• Recreation Skills and Management
• Work Skills and Career Management

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STAGE 1 ASSESSMENT

• Teacher uses curriculum statement to develop
  assessment plan
• Assessment plan is approved by SSABSA
• Teacher sets and marks tasks
• School submits results to SSABSA

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STAGE 2 ASSESSMENT

• Examinations set and marked by SSABSA
• Tasks marked by SSABSA
• Tasks set and marked by school

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MODERATION

• Standards are compared across all schools to
  ensure that all students are treated fairly

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STAGE 1 MODERATION

• Teacher submits assessment plan
• Assessment plan moderated against curriculum
  statement

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Assessment Plans

• Indicate, by ticking at least three of the boxes
  below, the opportunities provided for students to
  develop their literacy skills.

?
?
?
?
Spoken
Visual
Written
Use of ICTs
Briefly describe in one of the assessment tasks
below, how students will be given the opportunity
to work critically
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STAGE 2 MODERATION

• Non-statistical
• Statistical

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Non-Statistical Moderation

• Process consists of 3 Steps
• 1. School and SSABSA agree on assessment plan
• 2. Support moderation
• during year
• focus on teachers judgement of students work
• tasks
• marking

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Non Statistical Moderation (2)

• 3. Final moderation
• Results for all students and samples of student
  work are submitted
• Visit
• Central
• Adjusted if necessary

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Statistical Moderation

• Up to 50 of final mark from examination
• remainder from school assessment
• Examination used as basis for comparison of
  teachers standards
• same task, same day, same conditions

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Statistical Moderation (2)

• Distribution of school-assessed marks for the
  class statistically adjusted to resemble
  distribution of classs examination marks.
• Teacher ranking for the school-assessed component
  is retained.
• Students who do significantly worse in exam than
  expected are taken out from initial process

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SCALING

• Mathematical process carried out by SSABSA on
  behalf of the universities
• Raw scores for subjects are adjusted to reconcile
  variations due to assessment requirements of
  different subjects
• Scaled scores are only used to calculate
  aggregates for University entrance. They have no
  other purpose
• Effects of scaling are not known in advance

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TAFE AGGREGATE

• 3 highest scaled scores 3 x 20 60

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UNIVERSITY AGGREGATE

• Maximum possible aggregate
• 4 Highest scaled scores 4 X 20 80
• 1/2 of the scaled score of the 5th 1 X 10
  10
• AGGREGATE 90

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SUBJECT RECOGNITION

• Stage 2 subjects are recognised by the
  universities in two ways
• HESS General
• HESS Restricted
• Unclassified subjects - no score

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NEW SACE

• UniSA proposalEligibilityTo be eligible
• complete 90 points of Stage 2 HESS subjects
• pass (10) a HESS G English subject
• complete two other HESS G subjects
• complete one other HESS subject
• complete the ELI
• meet any subject prerequisite requirements
• To obtain a TER
• comply with rules relating to precluded
  combinations and counting restrictions
• To calculate a TER
• derived from a university aggregate plus the
  score for ELI to give a total /70
• the university aggregate is calculated by adding
  the scaled scores of the best 3 HESS G subjects.

• CurrentEligibilityTo be eligible
• obtain a TER
• meet HESS requirements for the uni course
• meet any prerequisite subject requirements
• To obtain a TER
• qualify for SACE
• obtain RA in at least 5 scalable Stage 2
  subjects which need not be in consecutive years
• comply with rules relating to precluded
  combinations and counting restrictions
• To calculate a TER
• derived from the university aggregate
• the university aggregate is calculated by adding
  the scaled scores of the best 4 subjects and a
  half of the 5th.

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