RECORD OF SCHOOL ACHIEVEMENT (R.o.S.A)
Issue of Credentials The Record of School Achievement (RoSA) will be awarded to eligible students who leave school after completing Year 10 but before receiving the HSC. The RoSA has been designed to provide grades for all Stage 5 (Year 10) and Stage 6 (Preliminary) courses completed during secondary education. Reporting Measures
B - High Level of Achievement C - Substantial Achievement D - Satisfactory Achievement E - Elementary Achievement A - E Grades (‘N’ for unsatisfactory or non completion) are awarded for all subjects studied at school, (except the General Experience Courses and Life Skills). These grades will be awarded on the basis of Course Performance Descriptors issued by the NESA for each course. Course Performance Descriptors are a series of statements for each specific course issued by the NESA that summarise the observable and measurable features of student achievement and assist in the award of grades to students based on levels of achievement. Each student’s achievement is compared against the Descriptors and not with the rest of the group studying the course. There is no fixed proportion of students who will receive any particular grade. The Course Performance Descriptors describe the main features of a typical student’s performance at each level of achievement in a given course of study. The Performance Descriptors for each of the courses of study are available from the NESA site: https://arc.nesa.nsw.edu.au/ Assessing and Grading Student Achievement for the Record of School Achievement Student achievement will be measured by assessment strategies throughout Year 10 (and in Year 9 for any 100 hour courses). Student’s grades will be based on the school’s assessment of a student’s performance against the Descriptors in particular courses. Assessing student achievement is the process of collecting information on student performance in relation to the objectives and outcomes of a Course. Assessment tasks set by the school are used to provide data to assist teachers determine which description best reflects the level of achievement in the course obtained by each student at the end of Year 10 for courses studied over Years 9 and 10. Similarly, for those courses studied only in Year 9. Grading student achievement is the process of assigning a letter (A, B, C, D, E) to summarise the level of a student’s achievement in a Course. In Mathematics, grades have been further differentiated to nine levels: A10, A9, B8, B7, C6, C5, D4, D3, E2. Where activities or tasks are scheduled throughout a course, greater weighting would generally be given to those activities or tasks towards the end of a course. Students should be given the opportunity to demonstrate their maximum level of achievement relative to the Course Performance Descriptors. A teacher will make the final judgement (in judgement-meetings with the KLA Co-ordinator) of the most appropriate grade on the basis of available assessment information and with reference to the Course Performance Descriptors. The grades awarded should reflect the relative emphasis placed on the assessable objectives of school programmes and the syllabus. Making an on-balance Professional Judgement When making a judgement of the grade to be awarded, a teacher needs to note the following points:
Model for Grade Judgement There are many suitable models that may be used to support teacher judgement. The model used at Christian Brothers’ High School Lewisham is outlined:
ASSESSMENT HANDBOOK Individual courses are listed further in this booklet with two pages dedicated to each course. The first page of each Course lists the Assessment tasks and their timing with the percentage weighting. The second page outlines the standard that will be assessed against in both knowledge and understanding and skills associated with the Course syllabus. The final page of the booklet is a copy of the Illness/ Misadventure Form (school-based) to be used if a student is absent from a task or for some valid reason is late in handing in an Assessment Task. ASSESSMENT PROGRAMME Students should be aware of the importance of making a serious attempt at all assessment activities in Years 9 – 10. Each student should refer to the following pages in the handbook to become acquainted with the details of the tasks used in each course of study that will be used to determine their final grades. The advice on these pages in the handbook shows:
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Learning Circles at CBHS Lewisham | YEAR 10 |