VCE School Leaders Briefing 2015
Running Times
9:30 Administrative Procedures
9.50 Special Provision update
10.00 Curriculum update
10:40 School-based Assessment Audit
10.50 Break
11.10 Exam Conduct and Supervision
11:20 Statistical Moderation and Study Score
Administrative
Procedures
School and VCAA responsibilities
• Schools
• Provision and oversight of a suitable program
• Collection of student details and enrolment data
• Entry of student data on VASS
• VCAA
• QA data
• Processing student enrolment and result data
• Reporting to students, schools and other stakeholders
• VCE and VCAL Administrative Handbook 2015
Key school tasks
• Run eligibility
• Identify students who are not eligible and adjust program
• Print Student Full Details / Student Personal Details Forms
• Distribute for students to confirm all details
• Print class lists for teachers
• Final checks before due dates
Examples of SRRU identified data errors
Examples of SRRU identified data errors
VASS Critical dates
ENR Enrolment 1 on 23 February
• venues for oral and performance exams
• setting of end-of-year examination
timetable (to minimise clashes and 3 in
one day)
Enrolment 2 on 27 April
• stationery for the GAT
• DET will base VET funding on
enrolment as of this date.
Enrolling students into a Second Language (EAL)
•
•
•
•
VASS will disable VASS/VCE coordinators’ ability to grant EAL
approval for students whose country of origin is Singapore or India.
Approval for these countries can only be granted by the VCAA.
Schools are required to forward the applications to the VCAA for a
thorough assessment to be made. Applications need to include
supportive school documentation and passport stamp and/or
International Movement Records to determine if the student is
eligible for EAL.
If approval is granted, it will be entered on VASS and the student
will be able to be enrolled.
Student transfer and credit from interstate studies
•
•
•
•
Students must apply to the VCAA through the Victorian school at
which they are enrolled using the Application for Credit towards
the VCE/VCAL form.
At Units 1 and 2 level, schools will recommend the amount of credit
to be granted on receipt of an interstate school or authority
transcript and after consulting the equivalent qualification
guidelines. Credit recommended by the school must be entered on
the application form (Part E).
Previous school reports and certificates should be attached.
Decisions on the amount of credit at Units 3 and 4 level will be
made by the VCAA.
Privacy Considerations
• Both the VCAA and schools have obligations under privacy
legislation to protect the personal information of students.
• The VCAA is aware that some schools engage a Third Party
to analyse end of year data.
• The VCAA discussed this use with the Victorian Privacy
Commissioner.
• We were advised that schools can best meet their privacy
obligations by providing de-identifiable data to third party
analysts.
Contact Details
Student Records and Results
Kerry Veal, Data Management Team Leader
Phone : 9032 1754
veal.kerry.a@edumail.vic.gov.au
Special Provision
What’s New in Special Provision
In 2014 the VCAA commenced a review of its Special Provision
policy and procedures.
The review process consists of 4 key stages :
• an online survey (March – April 2014)
• focus group consultation – using feedback from online survey
(September 2014)
• Development of high level recommendations (October 2014)
• Policy development and staged implementation (ongoing).
Special Provision Review - continued
The aim of the review is to ensure that:
• VCAA policy and procedure reflects current relevant
State and Federal legislation
• Key stakeholder concerns are considered and addressed
• There is greater consistency in the approval of special
provisions across School-based Assessment (school)
and VCE examinations (VCAA)
• Stakeholders have more certainty about the
appropriateness of special provisions for School-based
Assessment and VCE examinations
• School and VCAA application processes are as efficient
as possible.
Special Provision – 2015 and beyond
• 2015 Special Examination Arrangement applications will arrive in
schools from February 23 (currently on VASS as download)
• Administrative advice re 2015 Special Provision policy and
procedures will be available on the VCAA website by the end of
February
www.vcaa.vic.edu.au/Pages/vce/exams/specialprovision/special
provision.aspx
• Stakeholders will be kept informed on the progress of the Special
Provision review via VCAA notices and/or VCAA website
www.vcaa.vic.edu.au/Pages/vce/exams/specialprovision/special
provisionreview.aspx
Curriculum
Studies in Review 2015
•
Art
•
Business Management
•
Economics
•
Food and Technology
•
Global Politics
•
Music
•
Physical Education
•
Religion and Society
•
Studio Arts
•
Texts and Traditions
Once accredited, for implementation in 2017
Curriculum development and review
Input into the Review and Accreditation Cycle
Curriculum Managers
Teacher and
stakeholder consultation
Subject Associations
Review process
Evidence-based review by panel comprising teachers,
university, TAFE and industry representatives.
• International and national benchmarking
• Analysis of data
- Enrolment trends
- School-based and examination results
- Examiners’ reports
- State reviewer reports from coursework audits
- Online surveys
- Teacher focus groups
Consultation on draft study designs
Consultation register now open
Notice to Schools when individual study
consultation is open:
• Draft study design
• Questionnaire
• Summary of proposed changes
Teacher involvement
•
•
•
•
•
Study review panels
Text list advisory panels
Exam assessors
Exam panels
State reviewers
Excellent professional learning opportunities.
Call for applications in VCAA Bulletin; apply
through SSMS.
• All activities recognised by VIT.
New VCE studies for
implementation in 2015
• Algorithmics (Higher Education Scored Study – HESS)
 Units 3 and 4 only (see February Bulletin)
• Chin Hakha
 Units 1 and 2 – 2015
 Units 3 and 4 - 2016
Publication of study designs online only.
Advice for teachers separate companion document on the
study page
Revised and new VCE studies –
implementation in 2016
 English/EAL, Literature, English Language,
Bridging EAL (new, units 1-2 only)
 Mathematics – all, inc. Specialist Maths Units 1 and 2
 Ancient History (new), Revolutions, Australian, Global
Empires (new), and 20th Century
 Biology, Chemistry, Environmental Science, Physics,
Psychology
 Geography
 Computing
All studies published online by end February/early March
Implementation timeline
• 2015: statewide professional learning program to
prepare for each revised or new study
• 2016: accreditation period from 1 January
2016.Implementation of newly accredited studies
EXCEPT
English/EAL, Literature: Units 1 and 2 - 2016
Units 3 and 4 – 1 January 2017
Biology, Chemistry, Environmental Science,
Physics, Psychology : Units 1 and 2 - 2016
Units 3 and 4 – 1 January 2017
Timeline for English/EAL and Literature
Study
Status
Implementation Professional
learning
Advice for
teachers
First year of
examination
English/EAL
Now available
on website
Units 1-2 – 2016 Term 2 – 2015
Units 3-4 – 2017 State-wide
Term 3 – 2015
2017*EAL will
Units 1-2 – 2016 Term 2 – 2015
Units 3-4 – 2017 State-wide
Term 3 – 2015
2017
Now available
on website
2016 – Units 1-4 Term 2 – 2015
Term 3 – 2015
2016
To be published
by early March
2016 – Units 1-2 Term 2 – 2015
Limited face-toonly
Term 3 – 2015
NA
TBC
TBC
NA
include a listening task
as part of schoolassessed coursework
and examination 2017
program
Literature
Now available
on website
program
English
Language
Web conferences
(minor review)
Bridging
EAL
face and polycom
(new)
Foundation
English
Information
gathering
TBC
Foundation English monitoring activity
• The VCAA is currently gathering information
about Foundation English to inform a review in
2016.
• The VCAA is keen to hear from schools and
providers delivering Foundation English to
participate in focus groups during Term 1 and
Term 2.
Contact Sean Box, Curriculum Manager, English:
box.sean.m@edumail.vic.gov.au or (03) 9032 1691.
Selecting texts for the English classroom
• The VCAA, in partnership with the Stella Prize Schools
Program and the Victorian Association for the Teaching of
English (VATE), will be holding a panel discussion about
texts, text selection and why it matters.
• Facilitator Bec Kavanagh will discuss issues facing text
selection in the context of the secondary English classroom
with panellists academic Dr Larissa McLean-Davies, author
Cate Kennedy and teacher Louise Bourke.
• Find out more about the event from the VCAA website:
http://www.vcaa.vic.edu.au/Pages/vce/pd/selectingtext.aspx
Contact Sean Box, Curriculum Manager, English:
box.sean.m@edumail.vic.gov.au or (03) 9032 1691.
Computing - 2016
Change of name
• Units 1 and 2 Computing
• Units 3 and 4 Informatics
• Units 3 and 4 Software Development
• introduction of SATs in both 3-4 sequences
• incorporates key concepts and terminology
within Australian Curriculum Digital Technologies
• no longer approved programming list
School based assessment resources
Assessment Handbooks
Published for all VCE studies
• SAC performance descriptors are advisory (except for
Extended Investigation where their use is mandated)
• SAT criteria and descriptors of level of performance are
mandatory
• Apply to Units 3-4, can be used to inform
Units 1and 2
• Published online only on the individual VCE study pages
Companion document Procedures for Assessment in VCE
Studies
Advice for Teachers – new format
• Merger of Advice for Teachers and Assessment
Handbook into one online publication
• For studies published in 2015 onwards
Bulletin article November 2014
School-assessed Tasks
8 studies with SATs
• Mandated assessment criteria and performance
level descriptors on a 10 point marking scale
• Published each year in February on individual
study pages
• Authentication record for each study
• Full day professional learning program
conducted annually in February/March
Industry Pathways
• New in 2015 (two year program first award in 2016)
• Students who complete the Industry Pathway will have
this title included on their VCE or Senior VCAL
certificate.
Available in four industries:
• Building and Construction
• Community Services and Health
• Manufacturing and Engineering
• Sport and Recreation
Industry Pathways
• Must include VET studies, English, Maths (Literacy and
Numeracy in VCAL), further studies related to the
industry theme 80 hours of workplace learning.
• Contextualisation to the industry theme is recommended
• More information on Industry Pathways available on the
VCAA website:
http://www.vcaa.vic.edu.au/Pages/vet/Industry_pathways_VCE_VCAL.
aspx
Contact: Mark Frankland
Special Projects Manager
frankland.mark.s@edumail.vic.gov.au​
(03) 9032 1732​​
VCE (Baccalaureate)
Introduced in 2014.
3,828 students awarded the VCE (Baccalaureate) in 2014
(approx. 8% of VCE completions)
To be eligible to receive the VCE (Baccalaureate) the student must
satisfactorily complete the VCE and receive a study score for each
prescribed study component:
• a Units 3 and 4 sequence in English or Literature or English
Language with a study score of 30 or above; or a Units 3 and 4
sequence in EAL with a study score of 33 or above
• a Units 3 and 4 sequence in either Mathematics Methods (CAS) or
Specialist Mathematics
• a Units 3 and 4 sequence in a VCE Language
• at least two other Units 3 and 4 sequences
FAQs on VCAA website:
http://www.vcaa.vic.edu.au/Pages/vce/studies/index.aspx
Higher Education Studies
• Contribute to satisfactory completion of the VCE
as a 3-4 sequence
• No more than one HE study can contribute
• Contribute to the ATAR as 5th or 6th unscored
study (incremental scale)
• List of approved 1st year university studies on
VCAA website:
www.vcaa.vic.edu.au/pages/vce/studies/studiesextension
Northern Hemisphere Assessment
Timetable
•
•
•
•
•
VCE program on a different timetable: Sept – June
Commences with Unit 1 and 2 enrolments in 2015
Unit 3-4 from September 2016; exams June 2017
Starting with 12 studies.
Same curriculum and assessment requirements and
processes
• Emerged out of current VCE international program
• Available to Victorian Schools and students in the
future
• EOI and stakeholder reference group in coming
months.
VCAA sponsored Awards
• VCE Season of Excellence
• VCE Leadership Awards (formerly VCE Achiever
Awards)
• VCAA Plain English Speaking Award
• Margaret Schofield Memorial Scholarship
(music performance)
• Premier's VCE Awards
• John Button School Prize
• VCAL Achievement Awards
School-based
Assessment Audit
Why does the VCAA audit?
Provides opportunities to:
• Validate the quality of the school-based
assessment program
• Identify instances for school improvement
• Set up professional conversations about
teaching and learning
Selection of Schools
All VCE providers are audited for at least one study.
Random selection except for:
• Schools that are teaching the study for the first time
(new providers) or, for particular studies, after a break of
three years
• Schools where problems were identified the year before
• Schools where there was low correlation between the
internal and external scores following statistical
moderation in the previous year (2014)
Audit Process
• All studies are subject to the audit process. This includes
the school-assessed task component of any study.
• The school-based assessment audit process is
undertaken in four stages.
• Stages 1 and 3 relate to the completion and submission of
an online questionnaire.
• Stages 2 and 4 related to the submission of further
evidence (if required).
• Schools notified of audit requirements via email and VASS
(new) for Stage 1 on 2 March and Stage 3 on 22 June.
• Completion of the online questionnaire for Unit 3 (Stage 1)
due by 20 March and Unit 4 (Stage 3) 17 July.
Audit Process
• Notification of the outcome of the audit and any further evidence
needed for Stages 2 and 4 sent to school via email and VASS.
• Further evidence may be in the form of
─ Coursework tasks
─ Marking schemes/assessment criteria
─ Timelines
─ Authentication records
• Further evidence needs to be submitted to the VCAA
electronically with the accompanying coversheet as a single PDF
for each study by
─ Stage 2: 22 May
─ Stage 4: 11 September
Audit Process
• Audit panel checks tasks against the
requirements of the Study Design
• School-based assessment must allow the
students the opportunity to meet the outcomes
• The school is notified immediately if a serious
anomaly is detected (e.g. incorrect text being
taught)
• Feedback is often included in email notification
to school.
Audit Outcome
• “Submission meets requirements” - Meeting
minimum requirements of study design.
Suggestions for improvement can be provided.
• “Further evidence required” – to ensure the
requirements are being met. Feedback provided
as to why.
• “Immediate follow up with Curriculum Manager
required” – The submission indicates possible
error or poor practice.
Resources
General administrative information for school-based
assessment
- www.vcaa.vic.edu.au/pages/vce/index/VCE General
Advice and Policy
VCE and VCAL Administrative Handbook 2015
• Report on Lost/Stolen/Damaged School-assessed
Tasks
Individual study pages for SAT information
• Authentication Record for School-assessed Tasks
• Teacher additional comment sheet for Technology
studies
School-based
Assessment
Unit Results
Schools report students’ results for completion of VCE Units,
and VCE VET units of competence/modules
VCE Unit Results are reported as:
S = Satisfactory Completion
N = Not Satisfactory
J is to be used where the student:
• is no longer attending class
• has not submitted work for assessment
VCE VET unit of competence/module results are reported as:
S = Satisfactory Completion
N = Not Yet Completed
Satisfactory Completion
Satisfactory VCE Unit Result
The student receives S for a unit when all the outcomes are achieved
A student must:
• Produce work that demonstrates achievement of the outcome/s
• Observe school and VCAA rules
If a teacher judges that all outcomes are achieved, the student
satisfactorily completes the unit.
The decision to award an ‘S’ for the unit is distinct from the
assessment of levels of achievement.
Importance of
Internal Moderation
• Consistency of teacher decisions
• Procedures for making school-based assessments
• For Statistical Moderation purposes, each school’s
assessment in a study is treated as a single group not as
separate unique teaching classes
Indicative Grades
Indicative Grades:
• primary purpose is to be used as part of the quality
assurance procedures for marking examinations, however
they are also used in the calculation of the DES.
• are the prediction of a student’s actual level of
achievement on the examination
• the rank order and level of spread of the indicative grades
for the school cohort in the study is of prime importance
The published previous years grade range can be used to
inform this process.
Indicative Grades
Suggestions for producing Indicative Grades:
• Indicative Grades should be based on a similar task to the
exam or even a past exam. Not necessarily the same as
coursework performance.
• The previous years grade range can be used to inform this
process
http://www.vcaa.vic.edu.au/Pages/vce/statistics/subjectstats.aspx
• Not a traditional notion of what a grade’s value may be. In
one Study the A+ exam grade range may be 98-100, yet
may be 74-100 in another.
Contact Details
Student Records and Results
Nick Dobroff Phone : 9032 1743
dobroff.nick.n@edumail.vic.gov.au
Exam Conduct and
Supervision
VCE Examination Conduct and Administration
Support Resources
•
•
•
•
•
VCE Examination Manual
VCE Examination Document Register
VCE Exams Navigator
GAT Information brochure
Training/Briefing Sessions for chief supervisors and relevant
school personnel
- Training Sessions for new Chief Supervisors and/or new school personnel - MAY
- Briefing Sessions for ongoing Chief Supervisors and school personnel – AUG/SEPT
• VCAA Bulletins and Notices
• VCAA website - vcaa.vic.edu.au/vce/exams
VCE External Assessment Agreement 2015
• All Principals must read and sign this agreement to
certify that they fully understand all VCAA
requirements for administering and conducting VCE
external assessments.
• The Principal may delegate the management of their
VCE external assessments to appropriate school
personnel.
2014 Examination Conduct and Supervision issues – focus for 2015
• Need for school personnel to work with and
support supervisors, particularly when only one
supervisor
• Ensure students are adequately prepared
• School personnel to carry out materials checks
prior to entering examination room
• Mobile phones/electronic devices – final check
before reading time commences – confiscate
then return
• Understanding and administering Special
Examination Arrangements
2014 Examination Conduct and Supervision issues – focus for 2015
• Additional response materials cannot be brought
in by students. Spare general answer books
should be provided. Lined paper as a last option,
must include student number, question number
etc. Fill-in incident report & journal when lined
paper supplied.
• Supervisors/school personnel to be aware of
emergency evacuation plan
• Observation visits during VCE examinations and
the GAT will continue in 2015
VCAA Key Contacts
• VCE Examination Planning and Logistics:
• Maria Fragale
• Phone: 03 9225 2255
• Email: fragale.maria.m@edumail.vic.gov.au
• Susan Meadows
• Phone 03 9225 2237
• Email: meadows.susan.s@edumail.vic.gov.au
Statistical Moderation and
Study Score Calculation
What and Why?
Statistical Moderation
• A process that moderates the School-based
Assessment scores
• Uses the exam scores because it is the only
task that is exactly the same for each student
in the study
What is Statistical
Moderation?
Statistical Moderation
Process to ensure comparability of results
Aims to eliminate marking differences between
schools, not within
Aligns external and internal assessment scales
Maintains rank order given by the school
The Common Scale
Statistical Moderation
USA $299
Singapore $370
Australia $350
Which is the cheapest ?
The smartphone from Singapore
Why is it Needed?
Statistical Moderation
Assessment marking varies between schools
Measurements are only comparable when they are
expressed on the same scale
School-based assessment can only be included in the
ATAR (ENTER) if it is moderated
How is it Done?
Statistical Moderation
Identify the moderation groups in each study
Calculate an external score for each student
Align the distributions of school-based assessment
and external scores
Calculate moderation formula and then apply to the
coursework score for each student
Using the Common Scale
Raw School
Assessment
Statistical Moderation
External Score =
Moderated School
Assessment
Highest Score in School
Highest Score in external
Upper Quartile in School
Upper Quartile in external
Median in School
Lower Quartile in School
Zero score in School
Median in external
Lower Quartile in external
Zero score in external
Typical Group
Statistical Moderation
Raw
Raw Score
Score (0-100)
(0-100)
Examination (0-120)
External Score (0-100)
Moderated Score
100
95
89
89
99
92
87
88
92
86
84
85
86
83
82
79
85
77
78
78
83
72
75
75
83
69
74
75
81
69
74
73
68
59
68
67
65
56
66
66
62
52
63
60
61
49
61
57
60
43
58
55
59
35
53
54
57
32
51
51
47
31
51
48
40
30
50
45
35
29
49
41
MAXIMUM
UPPER QT.
MEDIAN
LOWER QT
Capable Student in
a Lower Performing Class
Statistical Moderation
RS
RS
RS
(0-100)
(0-100)
(0-100)
EXAM
EXAM
EXAM
(0-120)
(0-120)
(0-120)
EXT
EXT
EXT
(0-100)
(0-100)
(0-100)
MOD
MOD
MOD
(0-100)
(0-100)
(0-100)
93
93
111
111
98
98
98
78
78
88
88
84
84
80
72
72
72
72
69
69
69
72
72
70
70
68
68
69
70
70
68
68
66
66
66
61
61
64
64
55
55
55
59
63
54
54
56
62
52
52
53
60
50
50
MAXIMUM
MAXIMUM
MAXIMUM
MEDIAN
MEDIAN
MEDIAN
Tie at the Top
Statistical Moderation
RS
CRS
100
EXAM
120
EXT
100
MOD
100
100
119
100
100
100
119
100
100
CRS
EXAM
EXT
MOD
98
120
100
100
98
119
100
100
98
119
100
100
CRS
EXAM
EXT
MOD
100
119
100
88
100
81
82
88
100
81
82
88
Ranked Scores Report
Statistical Moderation
Schools with multiple classes undertaking the same VCE Unit 3/4
sequence, now have an additional resource available via a VASS
report. This may be accessed via the following menu path:
 Results Admin
 VCE Reports
 School Scores
 By School (Ranked)
The report will allow the teachers to compare the GA scores in a
ranked format across the school.
Partnerships and
Statistical Moderation
Statistical Moderation
• Statistical Moderation works most effectively with groups
larger than 5
• The VCAA requires that schools form partnerships
• Schools who find it difficult to find a partner for any
reason; lack of time / lack of access / lack of willingness
can be reassured that the statistical moderation process
is run as usual with the addition of precautionary checks
VET and
Statistical Moderation
Statistical Moderation
• The moderation group for VCE VET coursework scores
is the RTO that has delivered the program for a group of
students.
• The group may be all the schools auspiced by the RTO
Important Points to
Remember about Stat Mod
Statistical Moderation
• Required so that school assessment can be used fairly as part of
VCE assessment
• Any adjustment to a student’s school-based assessment is made
solely on the basis of the relationship between the groups schoolbased assessment and external scores for the group.
• Does not change the rank order of students as determined by the
school
• Not influenced by students with negative anomalous results as they
are excluded from the moderation process before moderation
formulas are calculated
• Students whose scores are excluded have their scores moderated
using the formulas calculated for the rest of the group
Statistical Moderation Report
Statistical Moderation
Statistical Moderation Report
Statistical Moderation
Statistical Moderation Report
Statistical Moderation
Statistical Moderation Report
Statistical Moderation
Statistical Moderation Report
Statistical Moderation Report
Statistical Moderation
Study Score Calculation
Stat Mod and Study Score
• To be eligible for a study score a student must achieve ‘S’ results
for units 3&4 in the one year, unless granted Interrupted Studies
status.
• Achieve two or more GA results in the study
• A study score is calculated using the students’ final numeric score
in each GA with each GA contributing a specified percentage
• Number between 0-50 with mean 30 and standard deviation 7
• Study scores are distributed according to the properties of a
normal distribution curve
Study Score Calculation
Stat Mod and Study Score
Study Score Calculation
• Calculate
• Subtract
• Divide
• Multiply
• Add
Stat Mod and Study Score
Study Score
Example 1
Stat Mod and Study Score
MAX. SCORE
WEIGHTING
MEAN
STANDARD
DEVIATION
A+ GRADE
SCALE
GA1
100
25%
69.21
15.52
84 – 100
GA2
100
25%
70.78
14.95
85 – 100
GA3
120
50%
66.32
18.61
94 – 120
STUDENT A
SCORE
GRADE
STANDARDISED
SCORE
WEIGHTED
SCORE
GA1
100
A+
1.984716
0.496179
GA2
100
A+
1.953861
0.488465
GA3
106
A+
2.132657
1.066328
STUDENT B
SCORE
GRADE
STANDARDISED
SCORE
WEIGHTED
SCORE
GA1
84
A+
0.953468
0.238367
GA2
90
A+
1.285180
0.321295
GA3
95
A+
1.541442
0.770721
2.050972 = 47
1.330383 = 40
Study Score
Example 2
Stat Mod and Study Score
MAX. SCORE
WEIGHTING
MEAN
STANDARD
DEVIATION
A+ GRADE
SCALE
GA1
100
25%
69.21
15.52
84 - 100
GA2
100
25%
70.78
14.95
85 – 100
GA3
120
50%
66.32
18.61
94 - 120
STUDENT C
SCORE
GRADE
STANDARDISED
SCORE
WEIGHTED
SCORE
GA1
96
A+
1.726904
0.431726
GA2
98
A+
1.820124
0.455031
GA3
92
A
1.380202
0.690101
STUDENT D
SCORE
GRADE
STANDARDISED
SCORE
WEIGHTED
SCORE
GA1
84
A+
0.953468
0.238367
GA2
90
A+
1.285180
0.321295
GA3
95
A+
1.541442
0.770721
1.576858 = 42
1.330383 = 40
Distribution of Study Scores as a %
Approximate proportion of students who achieve a study score on or
above the stated values.
STUDY SCORE
ON/ABOVE
ENGLISH
42,000 students
THEATRE STUDIES
1,000 students
50
0.3%
126
3
45
2%
840
20
40
9%
3790
90
35
26%
10, 950
260
30
53%
22, 320
530
25
78%
32, 850
780
20
93%
39, 170
930
Things to Remember
Stat Mod and Study Score
• Indicates how the student performed against all other students who
did the study in that year.
• Calculated using the numeric results for the GA not the grade.
• Moderated coursework scores are used when calculating study
scores to ensure fairness.
• A strong performance on one GA and a weak performance in
another GA will not necessarily result in a high study score
• Studies where there are less than 250 students are reviewed each
year by a Study Score Review Panel.
Contact Details
Student Records and Results
Nick Dobroff Phone : 9032 1743
dobroff.nick.n@edumail.vic.gov.au