MOUNT ST JOSEPH MILPERRA

GUIDELINES & PROCEDURES

FOR ASSESSMENT

Date of Issue: February 2024

MOUNT ST JOSEPH MILPERRA
273 HORSLEY ROAD
MILPERRA NSW 2214

Guidelines and Procedures for Assessment – 2024 (19.02.24)

Guidelines and Procedures for Assessment – 2024 (19.02.24)
 CONTENTS

Assessment Policy … … … … 1
Procedures for Assessment Task Completion HSC … … … … 11
Procedures for Reviews Against ‘N’ determinations
for Non-Completion of Course Requirements … … … … 12
Process for Review on Internal Assessment … … … … 13
Additional Information … … … … 14
A Glossary of Key Words … … … … 15
What is Plagiarism … … … … 16
NESA Register of Malpractice … … … … 17

Guidelines and Procedures for Assessment – 2024 (19.02.24)

 Mount St Joseph
ASSESSMENT POLICY

To ensure that all students in all courses are treated justly, the following policy will relate to all assessment tasks
at Mount St Joseph Milperra.

AIMS OF SCHOOL ASSESSMENT

ALL Courses require the completion of School Assessment within a Standards Referenced Framework. This
Assessment provides an indication of a student's attainment, which is based on:

• A wider range of syllabus objectives than is measured by formal examinations;

• Multiple measures and observations obtained throughout the course rather than at a single, final
examination;
• Aligning assessment tasks to outcomes;
• A common understanding of the outcomes through collegial discussion;
• Teaching students assessment skills such as using the verb glossary and modeling various styles of
assessment tasks;
• Cooperative marking; and
• Effective feedback to students.

THE ASSESSMENT PROGRAM

Students will be given an overview of the Assessment Program for each course at the commencement of the
course. At least two weeks prior to the due date for each task students will be informed, in writing, of:

• the form of the task;

• the components of the task and their weightings, where weightings are required;
• the due date and time of the task;
• the procedures for collection of the task.

PROCEDURES TO FOLLOW WHEN COMPLETING ASSESSMENT TASKS

Submission of Assessment Tasks (excluding examination) by a Due Date

For those tasks requiring work to be completed by a due date the following applies:

• Students must submit the task by 8:40am on the due date or as detailed on the task notification.
• Students who are absent on the due date of submission for an assessment task should arrange for it
to be brought to the school and handed to the Leader: Curriculum or the office staff by 8.40am on
the due date.
• If students are unable to bring the task to school the following procedures should be followed.

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Student procedure for absence on due date of an assessment task
If a student is absent on the day or part of the day that a task is to be completed or submitted the following
procedure must be followed:

Years 7, 8 and 9 Years 10, 11 and 12

By 8.40am on the morning of the task, the
student/parent must phone the school and notify office
of the absence. The student/parent must mention: the
student’s name, the task, the teacher, the subject and
the reason(s) for the absence.

A call must be received for every day the student is

On or before returning to school, the student
must complete the Years 7 to 9 online Illness
and Misadventure Form. Parents must add a
reason for the student absence in Compass as
an attendance note. Doctors certificates are
not required.
A response to the illness misadventure will be
completed by the Leader of Learning KLA.
Details of the response will be emailed to the
student and appear in the student’s Compass
Chronicle
absent until the student returns (unless prior
arrangements have been made with the Leader:
Curriculum).
On or before their return to school, the student must
complete the online Illness and Misadventure Form.
Documentary evidence supporting the student’s
circumstances of Illness or Misadventure will be
submitted through the online form. Applications
without documentary evidence may not be processed.
A response to the illness misadventure will be
completed by the Leader: Curriculum in Compass.
Details of the response will be emailed to the student
and appear in the student’s Compass Chronicle

Statuary Declarations and certificates from alternative health practitioners are not considered suitable
documentary evidence for illness misadventure purposes in Years 10, 11 and 12.

The Leader: Curriculum, in consultation with the relevant Leader of Learning KLA, will decide on the
following options for the student on their day of return to school.

i. Sit the original task: Only if the Leader of Learning KLA is convinced that there is no advantage to be
gained by the student, over other students. This will depend on the nature of the task and the time
lapsed from the original due date.

ii. Allowing the student to sit an alternative task: The alternative task should reflect the same outcomes
as the original task. In this case the mark and rank achieved would be recorded with no adjustments.

iii. Issue the student with an estimate: In rare cases, an estimate may be calculated for a task missed at
the end a course where a task is not possible (in consultation with the Leader: Curriculum). This
estimated mark will be based on the student’s performance and rank in other assessment tasks in the
course. Estimates will be generated for each section of the task separately and use results from similar
outcomes in earlier tasks.

When a teacher assesses the work of a student who has experienced illness or misadventure: “The
teacher must assess the student's actual performance, not potential performance. Assessment marks must not
be modified to take into account possible effects of illness or domestic situations.” (ACE8072)

NOTE: Students in Years 10, 11 and 12 must complete at least 50% of the available assessment marks
without illness / misadventure. Students will not be eligible for any further illness / misadventure after
50% of tasks have been attempt with illness misadventure.

Guidelines and Procedures for Assessment – 2024 (19.02.24) 2

PENALTIES RELATED TO ASSESSMENT TASKS

Late submission of an assessment task and/or failure to follow procedures

The following penalties apply for tasks that have a specific submission date:

• First school day late - less 20% (1 grade) of the total mark achievable or grade
• Second school day late - less 40% (2 grades) of the total mark achievable or grade
• More than two school days late - a zero result, but the task must still be submitted
• Students who fail to submit a task will be required to attend a Tuesday afternoon study
(3:15pm-4.00pm) until a genuine attempt has been made to complete the task.

A task is considered one day late when it is submitted after the due time on the due date.
Where a penalty is applied to a task due to lateness, a notification of an assessment task penalty will be issued
to the student via Compass.

PARTIAL ABSENCE ON DUE DATE OF ASSESSMENT TASK (Years 10, 11 and 12 only)

Where an assessment task is to be completed or submitted after the first period of the day, it is expected that
students be in attendance for their normal school day as per their timetabled lessons. Students must attend all
timetabled lessons on that day. Partial truancy of or lateness to classes will see a penalty applied. Student partial
absence due to illness will require a doctor’s certificate to be presented to the Leader: Curriculum on the
student’s arrival at the school. The student will then be informed of the new arrangements for the assessment
task and whether any penalty is to be applied.

Students who arrive late to complete or submit an assessment task will be permitted to complete or
submit the task but may be given a penalty for the task unless the appropriate procedures are followed
as outlined above. Lateness to examinations will not be compensated by extended time.

ABSENCE ON THE DAY PRIOR TO THE TASK

Absence from school on the day prior to the due date of an assessment task may be regarded as a form of
malpractice. Where a student is absent on the day prior to the due date of an assessment task, they may be
required to submit documentation substantiating the absence. The documentation required is the same as that
required for an illness / misadventure on the due date of an assessment task.

CLASH OF TASKS AND OTHER SCHOOL ACTIVITIES (e.g. work placement and school sporting events)

When an assessment task clashes with other, official, school activities, it is the responsibility of the student to
negotiate alternative arrangements with the Leader: Curriculum (Years 10, 11 and 12) or the relevant LoL KLA
(Years 7 8 and 9). These new arrangements are to be made well before the clash of events occurs. This is
particularly relevant to the issue of Work Placement in the VET courses. If a student is involved in a block of
Work Placement then the student has the responsibility of negotiating all relevant, alternative arrangements.
Students may not be requested to leave Work Placement to complete a task. Failure to follow these procedures
will see the student suffering the same penalties as outlined in the section labeled “Non-completion of
Assessment Tasks”.

ASSESSMENT TASK WORD AND TIME LIMITS

Individual assessment tasks will have an indicated length. Students must stay within these limits. All syllabuses
include a band/marking criteria statement that alludes to appropriate communication using planning and review
strategies to manage effectively the competing demands of complex tasks and making effective use of time and
resources. Students who fail to stay within appropriate word and time limits are failing to meet these criteria.

Penalty for exceeding the word or time limit

There is no mandatory penalty for exceeding the word count or time limit but students should be aware that the marker
will not include any work after the maximum word or time limit has been reached within the allocation of marks.
Students may therefore be penalised for a failure to be concise and for failing to conclude their work within the word
or time limit specified. Likewise, a failure to meet any minimum word or time limit may result in lower marks based on
the quality of the work because they may not have included the necessary information required for the assessment
and met the stated learning outcomes.

Guidelines and Procedures for Assessment – 2024 (19.02.24) 3

NON - COMPLETION OF ASSESSMENT TASKS (subject to Principal's discretion)

Where a student fails to complete an assessment task without satisfactory explanation a mark of zero
will be awarded for the task.
In such a situation, parents and students will be notified, in writing via Compass, with an ‘N’ Determination
Warning letter (years 10, 11 and 12) or a letter of concern (Years 7, 8 and 9). The student will sign a receipt
upon receiving the original letter. It is the student’s responsibility to have the letter signed by a parent or guardian
and returned to school. Failure to complete assessment tasks totaling 50% or more of the final assessment mark
in years 10, 11 and 12 will result in the principal certifying that the course has not been satisfactorily completed
(ACE 8080). Students in Year 12 who do not comply with the assessment requirements in any course will have
neither a moderated assessment mark nor an examination mark awarded for that course. (ACE 8026)

Note: that in the case of Extension Courses in Stage 6, students who fail to meet the assessment
requirements of the common part of the course (2 Unit) will not receive a result in the course at all.

MALPRACTICE

All work presented in assessment tasks and external examinations (including submitted works and practical
examinations) must be a student’s own or must be acknowledged appropriately. Malpractice, including plagiarism,
could lead to students receiving zero marks and will jeopardise their Higher School Certificate results.

Malpractice is any activity that allows students to gain an unfair advantage over other students. It includes,
but is not limited to:
• copying someone else’s work in part or in whole, and presenting it as their own
• using material directly from books, journals, CDs or the internet without reference to the source
• building on the ideas of another person without reference to the source
• buying, stealing or borrowing another person’s work and presenting it as their own
• submitting work to which another person, such as a parent, coach or subject expert, has contributed
substantially
• using words, ideas, designs or the workmanship of others in practical and performance tasks without
appropriate acknowledgement
• paying someone to write or prepare material
• breaching school examination rules
• using non-approved aids during an assessment task
• contriving false explanations to explain work not handed in by the due date
• assisting another student to engage in malpractice.

In the case of suspected plagiarism, students will be required to provide evidence that all unacknowledged work is
entirely their own. Such evidence might include but is not limited to the student:
• providing evidence of and explaining the process of their work, which might include diaries, journals or notes,
working plans or sketches, and progressive drafts to show the development of their ideas
• answering questions regarding the assessment task, examination or submitted work under investigation, to
demonstrate their knowledge, understanding and skills.
Assessment and Certification Manual (ACE) 9023

All assessment tasks must be the original work of the student. Malpractice includes any form of plagiarism or
cheating. Plagiarism includes copying any part of another person’s work to present as your own. It occurs when
the original work is directly copied or paraphrased without acknowledgment or when another person completes
the task. Plagiarism includes copying any form of print, electronic media, another person’s work, etc. Students
may be liable for a zero mark if plagiarism has occurred. A zero mark will be awarded for the whole task
irrespective of the amount of plagiarism. Where students have been deemed to have not met the course
outcomes due to plagiarism, they will be required to resubmit the task.

Guidelines and Procedures for Assessment – 2024 (19.02.24) 4

It is not up to the marker to locate the source of the copied material to prove non-authenticity. An experienced
marker can easily identify non-authenticity from textual evidence.

Any other student who is determined to have assisted with the action of copying/cheating would also be liable
for a zero result.

In such a situation, parents and students will be notified, in writing via Compass, with an ‘N’ Determination
Warning letter (years 10, 11 and 12) or a letter of concern (Years 7, 8 and 9).

APPLICATION FOR EXTENSION/ALTERATION OF TIME TO COMPLETE ASSESSMENT TASKS

Students may apply in writing for an extension of time to complete an assessment task. This may be done
through the Leader: Curriculum (Years 10, 11 and 12) or the Leader of Learning KLA (Years 7-9). Extensions
will be granted only in exceptional circumstances of illness or misadventure. Requests must be made well before
the due date of the task, usually at least one week.

To apply for an extension, students should complete the appropriate Application of Extension form and submit
it to the appropriate Leader. Please note that documentary evidence and/or a medical certificate must
accompany requests for extensions. A letter from a parent or guardian is NOT considered evidence for this
process in Years 10, 11 and 12.
Notification of revised due dates for assessment will be via Compass.

LEAVE OF ABSENCE

A student requiring extended leave or leave for exceptional circumstances must complete an Exemption from
Attendance at School form at least four weeks before the leave commencement date. This is available at
Student Services.

While leave from school may be approved, leave for assessments scheduled during the leave period will only
be granted in exceptional circumstances and at the discretion of the Principal.

A student whose leave has been approved (including for assessment purposes) must submit hand-in tasks
by the due date, either before going on leave or by electronic submission. In-class tasks will be rescheduled
immediately upon the student’s return to school.

A student whose leave has been approved (excluding for assessment purposes) may submit hand in tasks
by the due date, either prior to going on leave or by electronic submission without penalty. However, for any in-
class assessment task or examination missed during the leave period will receive a zero mark. In cases of a
zero penalty due to such leave, the student must still submit/complete the task(s), or a similar task(s), on her
return to school. The student’s results for this task(s) will be used for determining placement into academic
classes for the following year and for NESA RoSA credentialing purposes.

NOTE: A family holiday, an overseas trip and the like, are not considered valid reasons to miss
an assessment task. Students and their families are encouraged not to consider any length of
absence from school, as this may result in failure to satisfactorily complete a course. In this
instance, the student will receive a zero result for missed assessment tasks.
DISCLAIMER

In some circumstances there may be a need to change the nature of a task or the due date of that task. Students
will be informed, in writing, of the changes as soon as possible after the decision is made. Any changes to
assessment programs must be approved by the Leader: Curriculum in consultation with appropriate staff. Any
change to the nature of a task MUST be reflected in the assessment program. A new program will be published
on Compass to reflect the changes.

Guidelines and Procedures for Assessment – 2024 (19.02.24) 5

USE OF TECHNOLOGY

If students use audio-visual equipment or computer technology to present an assessment task the proper
functioning of the software and associated equipment is the responsibility of the student. The use of technology
to reduce the length of a recorded presentation task to be under a set time limit, is considered a form of
malpractice. Examples could be increasing the speed of a recorded speech or trimming natural pauses in
speech. Students who use technology to reduce the time of a recorded presentation may be asked to resubmit
the task unedited or present the task in person.

Students who fail to submit assessment tasks because they were unable to retrieve the task from a
computer or other electronic storage device for any reason e.g. document lost, printer malfunctions etc.,
will incur a loss of marks as for Late Submission of Task.

Students are advised to keep all drafts and resource work in case of equipment failure. A backup disk of drafts
and hard copies of work should be made during the preparation of a task as these may be required to ensure
against penalties being incurred.

NON-DISCRIMINATING TASKS

For assessment tasks to be reliable the marks must discriminate among the students as much as possible. If
tasks fail to discriminate, that is if all students do well or poorly, no information is added to the total picture of
student achievement in that course. In the case where a task does not discriminate between students a further
task assessing the same components will be conducted with a minimum of a week's notice. The results of the
original non-discriminating task will also be recorded.

NON-ASSESSMENT PERIODS

Non-Assessment periods will take place one week before any scheduled examination period to allow students
who have completed all assessment tasks to date to focus attention on preparation for examinations.

STUDENTS SEEKING TEACHER PROOF-READING SUPPORT

It is not appropriate for students to seek proof-reading assistance from their teacher(s) prior to the submission
of a formal assessment task. The main reason for this policy item is that the receipt of such assistance would
see a student achieving an unfair advantage over other students. This policy does not apply to students
undertaking a major project in their course.

STUDENT REVIEW OF INTERNAL ASSESSMENT

At the time the task is returned students may consult with teachers and/or subject coordinators if concerned
about marks, grades or comments awarded for tasks. After this consultation, the judgment made by the teacher
of the student’s performance on a particular task is final.

Students have the right to seek a review of their Order of Merit in any course. Students who consider that their
placement in the Order of Merit for any course is incorrect based on the feedback of their performance during
the course may seek a School Review. Students may also seek a review of the process by which any individual
task was conducted.

Students are not entitled to seek a review of teachers’ judgements of the worth of individual performance in
assessment tasks. The marks or grades awarded for individual tasks will not be subject to review as part of this
process. Any disputes over an individual task must be resolved at the time the task is returned to the student.

Guidelines and Procedures for Assessment – 2024 (19.02.24) 6

 In conducting an assessment review it is necessary for the school to ascertain whether:

a. the weightings specified by the school in its assessment program conform with NESA requirements as
detailed in the syllabus packages
b. the procedures used by the school for determining the final assessment mark conform with its stated
assessment program – in particular, the weightings used for the various assessment tasks should be
consistent with those specified in the assessment program
c. there are no computational or other clerical errors in the determination of the assessment mark.
(ACE 11011)

Students wishing to seek a review must write a letter of review to the Leader: Curriculum within 5 School days
of the task’s return. The Principal will then convene a Review committee to conduct the review. The review
committee will consist of members of the leadership, KLA or pastoral teams NOT originally involved in the
decision. The review committee will focus on the procedures for conducting the assessment or determining the
final assessment not on the marks or grades awarded to tasks as a part of this process. This review is in line
with the NESA requirements.

Subsequent reviews may be made to the NESA through the school. Details of the appeal process may be
obtained from the Leader: Curriculum.

REPORTING

Students will receive meaningful feedback on their performance in each assessment task. This feedback will be
provided as a raw score, a ranked position, a grade and/or a written comment. In year 11 and 12 a Cumulative
Assessment Ranking will be provided for each student in each course after the completion of each task, based
on the total of all weighted marks awarded in assessment tasks up to that time.

PUTTING ASSESSMENT INTO PERSPECTIVE

Education is about more than assessment. Examinations and the assessment program are simply measures of
student achievement at various stages of development. Syllabuses in all courses are designed to foster
development across a variety of learning outcomes. All tasks whether a part of the assessment program or not
contribute to the educational development of the student. Those students who complete all work in each course
to the best of their ability will receive the maximum benefit from their senior schooling. Those students who
practise in their non-assessable work the skills tested in the Assessment Program and Examinations will
maximise their overall performance.

ASSESSMENT ISSUES

• Oral Presentations
All students are required to complete their oral presentations in front of an audience. The only exception to
this requirement is where the context of the oral presentation would take place in an alternative format such
as a one-on-one discourse with an assessor.

• Student extended absence during the term

Where a student has sought permission, from the Principal, to be away from school during the term and has
been granted that leave, it is the responsibility of the student to ascertain the assessment program that would
be addressed during that period of leave and ensure all tasks are completed on time. Students have a
responsibility to catch up on missed work. Please note the form titled Student Leave Notification (available
from Student Services) needs to be completed by the student before leave is taken. Teachers should not be
asked to provide work for a student during their absence.

Guidelines and Procedures for Assessment – 2024 (19.02.24) 7

 • Student absence at the end of term
Where a student is absent at the end of the school term, it is the responsibility of the student to clarify
with staff what assessment tasks are being distributed during their time of absence. These absences
are not grounds for an extension request on return to school at the commencement of the new term.

• Task issued during student absence

It is the student’s responsibility to inquire about any task notification that may have occurred during their
absence and consequently make arrangements to complete the task. Failure to follow these procedures
will incur penalties.

VET - VOCATIONAL EDUCATION AND TRAINING - COURSES AND ASSESSMENT

All VET courses are competency-based courses. This means student assessment is based on their ability to
demonstrate course competencies. Wherever practical, teachers will gather assessment evidence of knowledge
and skills in each competency on a number of occasions and in a variety of contexts. Students will be judged as
either competent or not yet competent. If students are judged as not yet competent they will be provided other
opportunities to demonstrate competence (resit). Time limits on resits are negotiated with the teacher.

Students do not have to sit the optional external examinations that are offered for the HSC VET courses.
However, students who choose to be eligible for an Australian Tertiary Admissions Rank (ATAR) must undertake
the written exam.

VET students submit a portfolio of evidence to record the competencies they have achieved for assessment.
NESA records these competencies and they become part of a student’s graduation package on the completion
of the course. In order for VET courses to be satisfactorily completed students must complete the appropriate
hours of Work Placement.

Students who fail to submit assessment tasks after negotiating task re-sits with the teacher will be issued with a
formal N warning notification.

N awards are resolved when the student attempts the competency or completes any outstanding course work.

Two outstanding N warning notifications may lead to a N determination for the course.

STUDENT RESPONSIBILITIES

Each student has the responsibility to:

• Understand the NESA course requirements and procedures for each course of study.
• Be familiar with, and fulfill the requirements of, the School Assessment Policy as set out in this
handbook.
• Attend school, be aware of due dates for assessment tasks and complete tasks on time.
• Seek information about assessment tasks set in her absence.
• Plan a study timetable that gives careful consideration to the assessment task timetable.
• Discuss with the appropriate Leader about due dates for assessment tasks if workloads seem
unmanageable. Discuss with the teacher if unclear about any aspect of a task.
• Be present to do all in-school assessment tasks. This means being present all day that a task is due.
• Be on time for all assessment tasks.
• Present work in the form specified, follow directions of a task and ensure that the work is of an
acceptable standard.
• Keep a personal record of the results of assessment tasks.
• Apply herself to the best of her ability to all coursework whether an assessment task, class work or
homework.
• Not seek proof-reading assistance from their teacher(s) prior to the due date of an assessment task.
• Seek help/advice from teachers at times of difficulty, while being sensitive to the increased demands
on teachers.

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STUDENT RIGHTS

Each student has the right to:

• Be fully informed of the purpose of assessment.

• Accurate and detailed information about NESA and School Policies regarding assessment for each
course.

• An overview of the assessment program for each course, detailing: the number of tasks, the form of
tasks, the approximate timing of tasks, the weight of tasks and the components of the course being
assessed by the task.

• Detailed outline of the requirements of each assessment task at least two weeks prior to the due date
detailing: form, course outcomes, component weightings, style, length, due date, submission details.

• Consultation with teachers or subject Leaders of Learning if concerned about marks or grades awarded
for tasks at the time that the task is returned.

• Be aware of the process followed by teachers when an estimate is to be used to determine a mark for
a task.

• Meaningful feedback from teachers about performance in assessment tasks and class work.

• Be listened to sympathetically and provided with well-informed advice when difficulties are experienced
in achieving learning or assessment goals.

• Privacy of results. Individual order of merit should be given only to the student concerned. When order
of merit lists or scatter sheets are made public, only marks or ranks will be given, not student names.
Assessment tasks will be returned to the student concerned and not to others to pass on to her.

• To know the consequences of non-completion of assessment tasks totaling 50% of the total assessment
mark.

• Students in Year 12 with disabilities or difficulties are entitled to apply to NESA for exam provisions.
Parents/students should contact the MSJ Diverse Learning Needs department for applications. If NESA
grants disability provisions, the student is entitled to these provisions on all assessment tasks at MSJ.

• Students in Years 7-11 may be entitled to provisions for assessments arising from disability or difficulty
which is either diagnosed or imputed. These are made in consultation with parents/teachers and
students and may require supporting documentation from medical or allied health. Please contact the
MSJ Diverse Learning Needs department for further information.

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ASSESSMENT MARKS – Computation and recording (Years 11 and 12)

“The various internal assessment tasks must be planned in accordance with the component weightings.

The final assessment mark will be based on the marks assigned to the various assessment tasks. This final
assessment mark is usually best reached by the straightforward aggregation of the assessment task marks for
each student”. (ACE 8077)

Each assessment mark will be recorded in the Mount St Joseph electronic mark book. Raw marks for each task
will be published to the student portal. It is the student’s responsibility to check that the recorded mark aligned
with the mark recorded on the assessment task.

Weighted marks for each task and all mark calculations will be recorded to multiple decimal places. The final
assessment mark provided to NESA will be a whole number generated by applying standard mathematical
rounding to the computed cumulative assessment mark.

Where two or more students record equal first place, the following procedures will be applied in order to separate
the students:

(a) the student who achieved the highest mark to three decimal places will have ONE (1) whole mark
added to the final assessment mark to differentiate an individual first place.
(b) if students are equal to three decimal places, then the student with the highest trial mark will have
ONE (1) whole mark added to the final assessment mark to differentiate an individual first place.
(c) if students are equal after (a) and (b) have been applied then the student with the highest aggregate
of unweighted assessment marks will have ONE (1) whole mark added to the final assessment mark
to differentiate an individual first place.

As Vocational Education Course do not have assessment ranks, the process of first place separation does not
apply.

“Note that if a school submits assessment marks with two (or more) students tied on the top assessment mark,
then the top moderated assessment mark is equal to the mean of the top two (or more) examination marks.”
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/hsc/about-HSC/moderation

“The marks submitted for each course group at a school should reflect the rank order of students and must be
on a scale sufficiently wide to reflect adequately the relative differences in student performances. The actual
mark should not be revealed to students as it is subject to moderation and may become confusing for students
when they receive their results. Students must be informed that they can obtain their Assessment Rank Order
Notice from Students Online after the last HSC examination at their centre and within the period of time for
appeals” NESA Assessment and reporting in stage 6.

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 PROCEDURES FOR ASSESSMENT TASK COMPLETION

Date for task given at least 2

WEEKS in advance

Satisfactory attempt Illness Misadventure Failure to make

satisfactory attempt/
or to do the
task/plagiarism

Complete online Illness misadventure form On or before the due date of the task complete
the Request for Extension Form and hand to the
Leader: Curriculum. On date of submission
complete Misadventure Form.

MISADVENTURE ONLY
Curriculum Coordinator/recommendation

Accept Review not

Review accepted

Original task set/or new Mark

task set/or under Reduced
exceptional circumstances
an estimate given

Non Non
Completion Completion
letter issued letter issued

Result Added Result Added Students required to complete task

to final to Final at a designated time at school
assessment mark Assessment (to avoid ‘N’ award)

Review to Review
Committee
(see Review page)

If a student fails to complete assessment tasks totaling 50% or more in a course they will receive N Determination for
that course.

Failure to complete two formal Assessment Tasks or informal tasks will result in a parent/student and relevant KLA
Coordinator interview.

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 PROCEDURES FOR REVIEWS AGAINST 'N'
DETERMINATIONS
FOR NON-COMPLETION OF COURSE REQUIREMENTS

Curriculum Coordinator WARNS student in an

interview time for problem to be corrected

Assessment committee makes the decision whether

student should be ‘N’ Determined

Principal signs ‘N’ determination form

Assistant Principal and Curriculum Principal notifies NESA

Coordinator notify student and parent

Student makes no Student requests

request for review Review

Principal reviews determination

Principal confirms ‘N’ Principal removes ‘N’

determination and justifies determination
decision on appeal

Principal notifies student Principal notifies Principal notifies

student NESA

Student makes Student seeks

no further NESA review of
review Principal’s
determination

School notifies NESA considers

NESA determination
and submission

NESA decides

NESA notifies NESA notifies

student Principal

Guidelines and Procedures for Assessment – 2024 (19.02.24)

12
 Process for Review of Internal Assessment
Student writes letter of review to the Curriculum
Coordinator detailing the reasons for the review

Principal directs the formation of a review committee.

Review committee gathers relevant documentation,

assessment tasks, or conducts interviews of relevant
students and teachers

Review committee considers all relevant information

and makes a decision.

Review committee finds grounds for a review and Review committee finds no grounds for a review and
directs the relevant KLA team to undertake not further action is required by KLA team
corrective action. Where a task under review is found
to be invalid the Review committee will make a
determination to the corrective action which could
include that the task shall be replaced with an
alternate task for all the cohort.
Review committee informs the student in writing

Review committee informs the student in writing.

Student makes Student seeks

no further review further review to
principal

Principal reviews determination

Principal confirms Principal adjusts

original decision original decision
and informs and informs
student in writing student in writing

Student seeks NESA review of

Principal’s decision

Guidelines and Procedures for Assessment – 2024 (19.02.24) 13

 YOU CAN FIND ADDITIONAL INFORMATION

http://educationstandards.nsw.edu.au
NESA

www.tafensw.edu.au
TAFE

www.mq.edu.au
Macquarie University

www.usyd.edu.au
The University of Sydney

www.uts.edu.au
University of Technology, Sydney

www.uac.edu.au
University Admission Centre

www.unsw.edu.au
University of NSW

www.westernsydney.edu.au/
Western Sydney University

Guidelines and Procedures for Assessment – 2024 (19.02.24) 14

 A GLOSSARY OF KEY WORDS
Syllabus outcomes, objectives, performance bands and examination questions have key words that state what
students are expected to be able to do. A glossary of key words has been developed to help provide a common
language and consistent meaning in the Higher School Certificate documents. This Glossary is common across all
courses and subjects.

Using the glossary will help teachers and students understand what is expected in responses to examinations and
assessment tasks.

Account Account for: state reasons for, report on. Give an account of: narrate a series of events
or transactions.
Analyse Identify components and the relationship between them; draw out and relate implications.
Apply Use, utlise, employ in a particular situation.
Appreciate Make a judgement about the value of
Assess Make a judgement of value, quality, outcomes, results or size
Calculate Ascertain/determine from given facts, figures or information
Clarify Make clear or plain
Classify Arrange or include in classes/categories
Compare Show how things are similar or different
Construct Make; build; put together items or arguments
Contrast Show how things are different or opposite
Critically (analyse/evaluate) Add a degree or level or accuracy depth, knowledge and understanding, logic, questioning,
reflection and quality to (analysis/evaluation)
Deduce Draw conclusions
Define State meaning and identify essential qualities
Demonstrate Show by example
Describe Provide characteristics and features
Discuss Identify issues and provides points for and/or against
Distinguish Recognise or note/indicate as being distinct or different from; to note differences between
Evaluate Make a judgement based on criteria; determine the value of
Examine Inquire into
Explain Relate cause and effect; make the relationship between things evident; provide why and/or
how
Extract Choose relevant and/or appropriate details
Extrapolate Infer from what is known
Identify Recognise and name
Interpret Draw meaning from
Investigate Plan, inquire into and draw conclusions about
Justify Support an argument or conclusion
Outline Sketch in general terms; indicate the main features of
Predict Suggest what may happen based on available information
Propose Put forward (for example a point of view, idea, argument, suggestion) for consideration or
action
Recall Present remembered ideas, facts or experiences
Recommend Provide reasons in favour
Recount Retell a series of events
Summarise Express, concisely, the relevant details
Synthesise Putting together various elements to make a whole

Guidelines and Procedures for Assessment – 2024 (19.02.24) 15

 WHAT IS PLAGIARISM?
(Syba Signs 2003 – www.sybasigns.com.au)

The use of another person’s words or ideas without stating where they came from is a form of theft called plagiarism.

Why be concerned?
• it is dishonest
• it is unfair to you and others
• it is illegal under the Copyright Act 1968

EXAMPLES OF PLAGIARISM

Deliberate plagiarism
• buying or stealing an essay or response
• hiring someone to write your report or assignment
• copying from any source without citing it

Accidental plagiarism
• using someone’s ideas without reference to that person
• using “notes” which are actually “quotes”

Always cite the following sources of information

• internet: web, email newsgroups
• magazines/newspapers
• pamphlets
• books
• letters
• advertisements
NO NEED TO CITE
• music
• Own experiences
• TV programs/movies
• When using common knowledge
• personal interviews
• Own experimental results
• teachers/lecturers
• maps
• quotations
• paraphrases, summaries
• other students’ work
• others’ ideas

ACTION TO AVOID PLAGIARISM – THE KEY TO SUCCESS

Note taking tips

• always write new information in point form
• identify your source immediately after every point or phrase
• add each new source to a list which will become a bibliography
• ensure all details are kept of each source – e.g. author, title, publication details, website
• use your own phrases – don’t rely on exact phrases from the source
• put quotation marks around direct quote – record source and page number of the quote

FINISHED PRODUCT FREE OF PLAGIARISM

Use your notes to:
• write your own thoughts and ideas
• develop a line of argument or an approach to the task
• construct a plan for your response
• write a rough draft – edit and proof read
• list all sources in the bibliography
• include acknowledgement of direct quotes in the body of the text or in footnotes
• include acknowledgement of ideas in the text e.g. Jones (2001) suggests.

Guidelines and Procedures for Assessment – 2024 (19.02.24) 16

NESA - ‘REGISTER OF MALPRACTICE’

• All instances of proven academic misconduct or malpractice in HSC assessment tasks or exams must be
entered into the NESA - ‘Register of Malpractice’.

• Malpractice is any attempt to gain an unfair advantage over other students.

• Types of malpractice in HSC assessment tasks may include, but are not limited to:

• Being in possession of unauthorised notes or electronic devices during a test or examination

• Using the words, ideas, designs or workmanship of others without acknowledgement

• Copying from another student

• Paying someone to write or prepare an assessment task

• Late submission of assessment tasks may be malpractice where it is proven to be a deliberate mechanism to
gain advantage over other students.

• Submitted work may be classified as a non-serious attempt where it is frivolous or offensive. Where the school
applies a penalty for a frivolous or offensive response, the issue should be recorded on the malpractice register.

Guidelines and Procedures for Assessment – 2024 (19.02.24) 17